10 Mathematics

Quarter 1 – Module 7
Factoring Polynomials
M10AL-Ih-1

English – Grade 7
Mathematics – Grade 10
Alternative Delivery Mode
Quarter 1 – Factoring Polynomials
First Edition, 2020

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Published by the Department of Education – Region III

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 10

Mathematics
Quarter 1 – Module 7
Factoring Polynomials
M10AL–Ih–1
 Introductory Message

For the Facilitator:

Welcome to the Mathematics 10 Alternative Delivery Mode (ADM) Module on Factoring

Polynomials.

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. Furthermore, you are expected to encourage and the learners as they do the tasks
included in the module.

For the Learner:

Welcome to the Mathematics 10 Alternative Delivery Mode (ADM) Module on Factoring

Polynomials.

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:

This will give you an idea of the skills or

competencies you are expected to learn in
the module.
This part includes an activity that aims to
check what you already know about the
lesson to take. If you get all the answers
correctly (100%), you may decide to skip this
module.
1
 This is a brief drill or review to help you link
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module. Use a separate sheet of paper in answering the exercises.
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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!

2
 .
This module provides varied activities that will help you learn about factoring
polynomials. Specifically, you will learn how to use the different methods of factoring in
finding the factors of a given polynomial.
At the end of this module, you are expected to:
⚫ Recall the basic concepts of factoring;
⚫ Use the concepts in factoring to identify the factors of a polynomial; and
⚫ Apply the knowledge on factoring in solving word problems involving
polynomials.

A. Directions: Circle the happy face if the first expression is a factor of the second
and circle the sad face if the first expression is NOT a factor of the second.
1. (x+2); x2 + 3x + 2

2. (x - 3); 4x2 + 8x - 60

3. - (6 + x); x2 - 3x - 18

4. (x + 2); 3x3 - 2x2 - 3x + 2

5. 5x; x4 + 2x3- 25x2 - 46x + 120

B. Fill in the blank. Give the missing factor of each polynomial. Choose from the
given expressions inside the box.
1. x2 + 3x + 2 = (x+1)(_____)
2. 4x2 + 8x - 60 = (____)(x-3)(x+5)
3. x2 - 3x - 18 = (____)(6-x)(x+3)
4. 3x3 - 2x2 - 3x + 2 = (3x-2)(x+1)(_____)
5. x4 + 2x3 - 25x2 - 46x + 120 = (5+x)(x-2)(x+3)(____)

x-4 -4 6x3 - 1
x+1 -1 +1
x+4 x+2 x-1
3x2 +4 x-2

3
 To get the factors of a certain number, identify the numbers that when multiplied will
lead to that same number. In arithmetic and number theory, factors are any integers by
which a given number may be divided evenly, that is, without a remainder. Let us take 12 as
an example. What do you think are the factors of 12? All you have to do is to list all the
factors that make up 12 when multiplied: 1 x 12, 2 x 6, 3 x 4. Thus, the factors of 12 are 1,
2, 3, 4, 6 and 12.

Let us have more examples in finding the factors of an expression:

1. x2. The factors that make up x2 are x and x. That is, by product law of
exponent, x · x = x2.

2. x5. Getting the factors of x5 has a long list. There are different ways to
obtain the factors of this expression:

a) x and x4

b) x2 and x3,

c) x, x and x3

d) x, x, x and x2

e) x, x, x, x and x (simplest form of factors)

3. 2x3. The factors are 2, x, x, x.

4. 8x2y3. List all the factors of this expression.

a) 8, x2 and y3

b) 2, 4, x, x, y, y, and y

c) 2, 2, 2, x, x, y, y, and y (simplest form of factors)

Other forms of expressions such as binomials, trinomials and polynomials need a

thorough examination by the use of the methods of dividing polynomials that you
studied in the previous module and different methods of factoring and special
products. In this module, we will integrate these two important concepts to find the
factors of polynomials.

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Directions: This activity will give you the idea on how factors are related with
products. Match the factors in column A with the products in Column B to
decode the secret message.

Column A Column B
1. 4x(3x - 5) A. 6x2y2 + 3xy3 - 3xy2
2. 3xy2(2x + y - 1) F. x3 - 27
3. (x + y)(x - y) G. 4x2 - 9
4. (2x + 3)(2x - 3) R. 4x2 + 12x + 9
5. (x - 5y)((x + 5y) U. 12x2 - 20x
6. (x + y)2 E. 6x2 + x - 2
7. (2x + 3)2 .
T. ac - ad + bc - bd
8. (x - 5y)2 S. mr - nr + ms - ns
9. (x + 4)(x - 3) C. x2 - y2
10. (2x - 1)(3x + 2) I. 2x2 - x - 10
11. (x + 2)(2x - 5) O. x2 - 10xy + 25y2
12. (x - 3)(x2 + 3x + 9) N. x2 + x - 12
13. (x + 3)(x2 - 3x + 9) H. x3 + 27
14. (a + b)(c - d) M. x2 + 2xy + y2
15. (m - n)(r + s) L. x2 - 25y2
16. (3x + 4)(3x - 4) P. 9x2 - 16
17. (3x - 4)2 V. 9x2 - 24x + 16

___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___
12 2 3 14 8 7 11 9 4 11 15 14 13 10

___ ___ ___ ___ ___ ___ ___ ___ ___

7 10 17 10 7 15 10 8 12

___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___
6 1 5 14 11 16 5 11 3 2 14 11 8 9

Notes to the Teacher

The activities in this module are provided from simple to complex level to help the learner to
gradually master the desired learning competency. Please give him assistance that he needs
to successfully accomplish the learning tasks and activities in this material.

5
 Factoring Polynomials

There are two important concepts that you must recall in factoring polynomials. First
is the knowledge on Long and Synthetic Division, in which you can use any of the two
methods to divide polynomials and the second one is the knowledge on special products
and factoring that you took up in Mathematics 8.
Let us recall the two important concepts:
Division of Polynomials
A way to determine the quotient of a polynomial divided by another polynomial is
through the use of methods of dividing polynomials. These are Long Division and Synthetic
Division Methods. Long Division Method is commonly used if the divisor is a trinomial or a
polynomial, though we can use it in any kind of polynomial. Synthetic Division is an easier
and shorter way when the divisor is a binomial. In division by a monomial, we simply use
the quotient law of exponents in which when common bases are divided, their exponents
are subtracted.
Examples:
1. (x3 + 3x2 - 3x + 4) ÷ (x2 - x + 1)
Here, we will use the long division method because the divisor x 2 - x + 1
is a trinomial:
x +4
2
x -x+1 x3 + 3x2 - 3x + 4
-x3 + x2 - x
4x2 - 4x + 4
-4x2+ 4x - 4
0
Since the remainder is zero, we can say that x 2 - x + 1 is a factor of
x3 + 3x2 - 3x + 4. The factors of x3 + 3x2 - 3x + 4 are x2 - x + 1 and x + 4.
2. (x3 + 3x2 - 3x + 4) ÷ (x + 4)
We can use synthetic division method since the divisor is now a binomial:
1 3 -3 4 -4
-4 4 -4
1 -1 1 0 Answer: x2 - x + 1
As you can notice, the remainder is 0. Therefore x + 4 is a factor of x 3 + 3x2 -
3x + 4 and the other factor is x2 - x + 1. x2 - x + 1 has no other factors.
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Factoring
In the activity earlier, you learned that factoring is the reverse of
multiplication. It is the process of finding the factors of an expression. We find the
simplest(prime) factors of the expression. There are different methods in factoring
expressions:
1. Factoring the Greatest Common Monomial Factor
Example: - 20x5 + 12x3
If you find it difficult to use the other methods of factoring, you
have to try this first. You have to identify the monomial factors that are
common in both expressions. Let us analyze the given:
a. 12 and 20. What are their common factors?
12: 1, 2, 3, 4, 6, 12
20: 1, 2, 4, 5, 10, 20
What are the common factors of 12 and 20? These are 1, 2,
and 4. Which is the greatest common factor among the three? The
answer is 4.
b. x3 and x5. What are the factors of these two?
x3: x, x, x
5
x: x, x, x, x, x
How many x - factors do they have in common? The answer is
x, x, x or x3.
Thus, their common monomial factor is 4x 3. But that is not yet
the answer. We have to extract 4x3 from both - 20x5and 12x3:
- 20x5: 4x3 · - 5x2
12x3: 4x3 · 3
Now we have the factors of both expressions, we can now
rewrite this in its factored form: 4x3(- 5x2 + 3).
2. Factoring the Difference of Two Squares: (a 2 - b2) = (a - b)(a + b)
Example: 9x4 - 100y2
If you will analyze, both expressions are squares. 9 and 100
are squares and x4 and y2 have degrees that are divisible by 2.
a2 = 9x4 and b2 =100y2
a. 9 and 100. What are their square roots? 3 and 10 respectively.
b. x4 and y2 when expressed to the power of 2 are (x 2)2 and (y)2 using
the reverse power of a power law of exponent. So, a = 3x2 and b = 10y
c. Let us rewrite the expression into the factored form (a - b)(a + b):
(3x2 - 10y)(3x2 + 10y)
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3. Factoring the Sum or Difference of Two Cubes:
a3 + b3 = (a + b)(a2 - ab + b2)
a3 - b3 =(a - b)(a2 + ab + b2)
Example: x3 - 27
The two terms x3 and 27 are both cubes and their operation is
subtraction. Thus, we will use the second formula (a - b)(a2 + ab + b2).
a. Simply get their cube roots and substitute in the formula:
a3 = x3 a=x a2 = x2
b3 = 27 b=3 b2 = 32 = 9
b. We have (x - 3)(x2 + 3x + 9) as the factored form.
4. Factoring a Perfect Square Trinomial:
a2 + 2ab + b2 = (a + b)2
a2 - 2ab + b2 = (a - b)2
Example: x2 + 16x + 64
Remember, this is only applicable if the polynomials has three terms.
To test if this is a perfect square trinomial, examine the parts:
a) Is the first term a perfect square? Yes. Its square root is x.
b) Is the last term a perfect square? Yes. Its square root is 8
c) Multiply the square roots of the first and last terms then double the
answer: x · 8 = 8x · 2 = 16x. The answer is 16x, which is the
middle term of the polynomial. Thus, the trinomial is a perfect
square.
To write this in factored form,
a) a2 = x2 a=x
b2 = 64 b=8
b) Since it is already proven that this is a PST, substitute the values in
the first formula since the operation of the original polynomial is
addition: (x + 8)2or we can also use (x + 8)(x + 8) and that is the
factored form of the polynomial

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5. Factoring by Grouping
There are instances that you will group first the terms of the
polynomial in order to extract a common factor among them. This technique
is commonly used when there are four or more terms.
Example: 8mt + 12bt - 10mk - 15bk
a) Group the terms with a common factor:
(8mt + 12bt) + (-10mk - 15bk)
b) Obtain their common factors in each group:
4t(2m + 3b) + (-5k)(2m + 3b)
2m + 3b is the common binomial factor.
c) Rewrite them as a sum and difference of the common
monomial factors: (4t - 5k)(2m + 3b)
6. Factoring by Trial and Error
Most of the time, we perform trial and error to factor polynomials that
are not included in the abovementioned cases and we often apply this to
trinomials that are not perfect squares. We call them general trinomials.
To factor a general trinomial:
a) Take the first term, think of its factors and put them inside separate
parentheses.
b) Take the last term, think of its factors. The factors, when multiplied,
shall yield the last term and when added, shall give you the middle
coefficient. Put them together inside the parentheses, trying
different combinations. You will now have this format:
(x + a)(x + b)
c) Now to test if your factors are correct, multiply the inner terms:
a and x, then the outer terms: a and b, and add. If you obtained the
middle term, your factors are correct. Otherwise, try again.
Example: x2 - 6x + 5
Since 5 is not a perfect square, we cannot apply factoring a PST so
we will have trial and error.
a) Factors of x2 are x and x: (x )(x )
b) Factors of 5 are 5 and 1 or - 5 and -1: Remember that we are
considering also the middle term - 6. Test the signs:
5 · 1 = 5 but 5 + 1 ≠ -6
-5 · -1 = 5 and -5 + (-1) = -6 √
So, the factored form is (x - 5)(x - 1)
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 Now, let us apply these concepts to write 2x3 - 4x2 - 30x + 72 in factored form.
a) The coefficients 2, 4, 30 and 72 are all divisible by 2. So let us extract 2 from each
term: 2(x3 - 2x2 - 15x + 36)
b) Since we cannot apply the grouping method due to the absence of two common
binomial factors, let us try synthetic division. By Rational Root Theorem, the possible roots
of the polynomial are  1,2,3,4,9,12,36 . Our goal here is to be able to reduce the
degree of the polynomial x3 - 2x2 - 15x + 36. All we have to do is to get at least one of the
roots and the quotient after division then write them as factors of the polynomial.
If x = + 1: (1)3 - 2(1)2 - 15(1) + 36 = 20 1 is not a root
If x = -1: (-1)3 - 2(-1)2 - 15(-1) + 36 = 48 -1 is not a root
If x = 2: (2)3 - 2(2)2 - 15(2) + 36 = 6 2 is not a root
If x = -2: (-2)3 - 2(-2)2 - 15(-2) + 36 = 66 -2 is not a root
3 2
If x = 3: (3) - 2(3) - 15(3) + 36 = 0 3 is a root
We found out that x = 3 is a root, so the factor is x - 3. Use this as divisor:
(x3 - 2x2 - 15x + 36) ÷ (x - 3)
1 -2 -15 36 3
3 3 -36
1 1 -12 0 x2 + x - 12 is the other
factor.
We now have 2(x - 3)(x2 + x - 12). Do not stop here yet. Try if we can factor
x2 + x - 12 using either Perfect Square Trinomial or Trial and Error Method.
x2 + x - 12 has first term x2 which is a perfect square and a last term 12 which
is NOT a perfect square. Thus, we cannot use factoring by PST. Instead, use Trial
and Error:
1) Factors of x2: x and x (x )(x )
2) Factors of - 12: The sum must be the middle coefficient +1:
-4 · 3 = -12 -4 + 3 = -1
4 · -3 = -12 4 + -3 = +1 √
6 · -2 = - 12 6 + -2 = +4
-6 · 2 = =12 -6 + 2 = -4
12 · -1 = -12 12 + -1 = 11
-12 · 1 = - 12 -12 + 1 = -11
3) Thus, the factored form of x2 + x - 12 is (x + 4)(x - 3).
c) Finally, the factored form of 2x3 - 4x2 - 30x + 72 is 2(x - 3) (x + 4) (x - 3) or
2(x - 3)2 (x + 4)

10
 Let us try another one:
6x4y + 3x4t - 8x3y - 4x3t
a) There is a common factor among the terms and that is x, x and x. So, we
extract x3 from all terms, making it x3(6xy + 3xt - 8y - 4t).
b) Now, analyze the polynomial 6xy + 3xt - 8y - 4t if we can yield factors
using grouping method:
6xy + 3xt - 8y - 4t = (6xy + 3xt) + (-8y - 4t)
= 3x(2y + t) - 4(2y + t)
= (2y + t)(3x - 4)
c) Hence, we can write the factored form into: x3(2y + t)(3x - 4)

You can apply your knowledge about factoring in real - life situations.
Your teacher asked you to make a shoe box only with a given volume of
(x3 - 12x2 + 256) cubic units. You have no idea how long, wide and high the box must be.
She reminded you that the shoebox must be of equal width and height. Then you
remembered your lesson in Mathematics on how to factor polynomials. What will be the
dimensions (length, height and width) of the shoe box that you will make?

Remember to follow the steps in solving word problems.

Required: The dimensions of the box (length, width, height)
Given: Volume is x3 - 12x2 + 256
Formula: V = l x w x h

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 Solution: x3 - 12x2 + 256 is not a perfect square trinomial and we cannot also
use grouping method. Instead, we will use Rational Root Theorem and synthetic
division:

Possible Rational Roots:  1,2,4,8,16,32,64,256 1 -12 0 256 -4

3 2
For x = 1: (1) - 12(1) + 256= 245 not a root -4 64 -256
3 2
For x = -1: (-1) - 12(-1) + 256= 243 not a root 1 -16 64 0
For x = 2: (2)3 - 12(2)2 + 256= 216 not a root
For x = -2: (-2)3 - 12(-2)2 + 256= 200 not a root
For x = 4: (4)3 - 12(4)2 + 256= -128 not a root (x + 4)(x2 - 16x + 64)

For x = -4: (-4)3 - 12(-4)2 + 256= 0 -4 is a root.

Thus, x + 4 is a factor of x3 - 12x2 + 256.

Do not stop here because we can check if the trinomial x2 - 16x + 64 is a

perfect square or a general trinomial.
a) x2 and 64 are perfect squares.
a2 = x2 a=x 2ab = 2(x)(8) = 16x
b2 = 64 b=8 Thus, this is a PST.
b).We can now factor the trinomial: a - 2ab + b = (a - b)2
2 2

x2 - 16x + 64 = (x - 8)2 or (x - 8)(x - 8)

Therefore, the factors are (x + 4)(x - 8)(x - 8)

Answer: From the problem, it is stated that the width and height are of equal
measures.
Length: (x + 4) units
Width: (x - 8) units
Height: (x - 8) units

12
Independent Activity 1
You Find Out!
Directions: Complete the factor statements below by writing the correct number on the
blank.
1. 792 = ___ · 11 6. 1980 = ___ · 55
2. 845 = 65 · ___ 7. 2684 = 44 · ___
3. 992 = 32 · ___ 8. 3505 = ___ · 5
4. 968 = ___ · 44 9. 4320 = 54 · ___
5. 1484 = ___ · 28 10. 4968 = 72 · ___
Independent Assessment 1
Factor Tree: Complete Me
Directions: Fill in the factor trees below by writing the answer inside the circles. Note that the
2 lower circles are the factors of the number on the upper circle.
1. 224 2. 3. 1584

14 25 21 36

4. 5.
2394

34 70 38

Break It Down, Yow!

Directions: Give the common factor of the following expressions.
1. 3x2 and 4x6 = ____ 6. 110a4m and 52 a3 = ____
2. -15x4 and -30x4 = ____ 7. 124b6 and 64c7d8 = ____
3. 28xy and 14xy3 = ____ 8. - 208m4n4 and 104mn5 = ____
4. 54x3y4 and 13xy = ____ 9. 365d3e2f and 405de3f2 = ____
5. 68x7 and - 4y5 = ____ 10. -903w3yz and 3z = ____

13
Independent Activity 2
That’s It!
Directions: Identify the method of factoring that is suitable to determine the factors of the
expressions below.

_________________________1. 3x2 + 7x - 20 Choices:

_________________________2. 20a4b3 + 32a3b2c4 ⚫ Factoring by Trial
_________________________3. 4x2 + 28x + 49 and Error
_________________________4. 225x8y6z2 - 144x4y8z10 ⚫ Factoring the
_________________________5. - 8a9 + 27b6 Greatest
_________________________6. v + tv - w - wt Common
Monomial Factor
_________________________7. a12 + 1
⚫ Factoring Perfect
_________________________8. - (x4 - 16m2 )
Square Trinomials
_________________________9. -2x2 + x + 3 ⚫ Factoring Sum or
________________________10. 12p6r8s9 - 4p4 q8 Difference of 2
________________________11. -9c4 - a3bc4+ 54d + 6a3bd Cubes
________________________12. 18x2 + 30xy - 3x - 5y ⚫ Factoring by
________________________13. 4y2 - 11y - 45 Grouping
________________________14. 9y4 + 24y2 + 16 ⚫ Factoring
1 12 Difference of 2
________________________15. m − 125 Squares
27

Independent Assessment 2
MatchMaker
Directions: Match the polynomials in Column A with the factored forms in Column B.
Write only the letter of the correct answer.

Column A Column B
1. 2x3 + 8x3 a. (4x – 5)(x + 8)2
2. 3x2 +2x – 8 b. – 2(3+ 8x)(3x – 1)
3. 4x2 + 20x + 25 c. (x + 7)(x – 7)
4. -48x2 – 2x + 6 d. (2x + 1)3
5. 8x3 + 12x2 + 6x + 1 e. – 4(a + 2b)(3d – e)
6. – 6wx + 8wy + 3xz – 4yz f. (x + 2)(3x – 4)
7. x2 – 49 g. (-3x + 4y)(2w - z)
8. x3 – x2 + 49x – 49 h. 2x2 (x + 4)
9. 4x3 + 59x2 + 176x – 320 i. (x2 + 49)(x – 1)
10. -12ad + 4ae – 24bd + 8be j. (2x + 5)2
k. (2x – 5)2

14
Independent Activity 3
Missing You
Directions: Fill out the missing factor of each polynomial by putting a check on the
correct expression in the boxes.

1. x3 + 3x2 + 3x + 1 = (x2 + 2x + 1)(____) x+1 x-1 3x + 1

2. – 24x3 + 54x2 – 20x + 45 = (- 4x + 9)(_____) 6x + 5 6x2 - 5 6x2 + 5

3. 25x4 – 100x2 = 25x2 (_____)(x + 2) x-2 x+2 x-4

4. a3x2 – 4a3y + 6b2x2 – 24b2y = (_____)(a3 + 6b2) x2 – 4y x2 + 4y 4x2 + y

5. 36x4 + 84x2 + 49 = (6x2 + 7)(_____) 6x2 – 7 6x2 + 7 x2 – 7

Independent Assessment 3
True or False
Directions: Use your knowledge regarding factoring of polynomials. Blacken the circle if
the statement is correct. Otherwise, blacken the star.
1. The greatest common factor of 64 and 72 is 8.

2. The factors of 4x6 + 20x3 + 25 are (2x – 5) and (2x2 + 5).

3. The factoring by grouping is applicable in factoring a perfect square

trinomial.
4. (-x2 + 7)3 is the factored form of – x6 + 21x4 – 147x2 + 343.

5. The common monomial factor of x3 + 4x is x.

B. Directions: Using the multiplication grid, tell whether the given factors of the polynomials
are correct or not. The first one is done for you.
1. x2 + 3x - 4 = (x + 4)(x - 1) 2. x2 - 36 = (x + 6)(x + 6) 3. 2x2+3x-5=(2x - 5)(x+1)
• x 4 • x 6 • 2x -5
3x
x x 2
4x x x
-1 -x -4 6 1
add

x2 + 3x - 4 correct

4. 4 - 2x - 2x2 + 3x3 - x4 = (2 - x)(2 - x2 + x3) 5. - 3x7+18x6-3x5-3x4=(-3x4)(x3-6x2+x+1)

• 2 -x2 x3 • x3 -6x2 x 1
2 -3x4
-x

15
 In learning, it is important that you realized a valuable insight during your lessons.
How do you find the lesson in this module? Which topic gave you a motivating factor to
enjoy learning Mathematics? Write down what you learned in this material.

Your teacher gave the class a special activity to be solved by pair. The challenge is
you do not know who your partner will be unless you determine the factors of the polynomial
assigned to you and that is (3x4 +x2 – 4). Then, she gave each one of you a piece of paper
that contains the single factor of your assigned polynomial. What must be the expression
that you should find to form the polynomial assigned to you if you are holding the paper with
(x2 – 1) written on it?

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A. Directions: Complete the factor belt by writing down the correct common factor of the
B. pair of polynomial expressions. The circles are the factors of the expressions in the
rectangles.
1.
x2 – x – 2 x2 + 5x + 4

x–2 x+4

2. 3x2 – x – 2 9x2 – 4

3x – 2
x–1

3. -2x2 +12x
-9x2 +47x + 42

9x + 7 2x

B. Solve the problem below:

Luisito was given an assignment by his teacher to make and bring a bamboo
coinbank in the shape of a cylinder to serve as model to the class’ project. His teacher
asked him to form it with a total volume of π(x 3+10x2+17x+8). What will be the dimensions
(radius and height) of the coinbank given that the height is greater than the radius?
Required:
Given:
Formula: V = πr2h
Solution:

Answer:
17
 Luisito, being the most creative among the students, was asked by the school

principal to form a spherical trash bin wherein the students can throw their trashes when at

school. This will resemble the Shoot That Ball campaign to which they can feel they are

playing basketball while keeping the school ground clean and green. The problem is he

forgot the radius that the principal gave, but he noted the volume of the sphere:

What is the dimension of the sphere?

Required:

Given:

Formula: V = 4  r 3
3

Solution:

Answer:

18
19
20
 References

Banaag, Geraldo and Quan, Reymond Anthony. “ Global Mathematics”. Philippines:

The Library Publishing House, 2013.

Catalla, Dolores. “Math Master 10”. Advance Algebra and Trigonometry. Philippines:

Trinitas Publishing , Inc., 2009.

Covar, Melanie and Fetalvero, Rita May. “Real - World Mathematics” Intermediate Algebra.

Philippines: C & E Publishing, Inc., 2010.

Dilao, Soledad et. Al. “Geometry”. Philippines: Vibal Publishing House, Inc. 2002

Lapuz, L. Z. “ Mathematics Dictionary”. Philippines: Harmony Publishing House.

“ Mathematics Learner’s Module”. Philippines: Rex Bookstore, Inc., 2015.

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 For inquiries or feedback, please write or call:

Department of Education, Schools Division of Bulacan

Curriculum Implementation Division
Learning Resource Management and Development System (LRMDS)
Capitol Compound, Guinhawa St., City of Malolos, Bulacan

Email Address: lrmdsbulacan@deped.gov.ph