Math10 LM U1 Mathematics 10 Learners Module

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Math10 LM U1 - Mathematics 10 Learner's Module
BSEd Mathematics (Quezonian Educational College)
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Mathematics
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Learner’s Module
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Unit 1
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This book was collaboratively developed and reviewed by

educators from public and private schools, colleges, and/or universities.
We encourage teachers and other education stakeholders to email their
feedback, comments, and recommendations to the Department of
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Education at [email protected].
We value your feedback and recommendations.
Department of Education
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All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
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Mathematics – Grade 10
Learner’s Module
First Edition 2015
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Published by the Department of Education
Secretary: Br. Armin A. Luistro FSC
Undersecretary: Dina S. Ocampo, PhD
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Development Team of the Learner’s Module
Consultants: Soledad A. Ulep, PhD, Debbie Marie B. Verzosa, PhD, and
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Rosemarievic Villena-Diaz, PhD
Authors: Melvin M. Callanta, Allan M. Canonigo, Arnaldo I. Chua, Jerry D. Cruz,
Mirla S. Esparrago, Elino S. Garcia, Aries N. Magnaye, Fernando B. Orines,
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Rowena S. Perez, and Concepcion S. Ternida

Editor: Maxima J. Acelajado, PhD
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Reviewers: Maria Alva Q. Aberin, PhD, Maxima J. Acelajado, PhD, Carlene P.

Arceo, PhD, Rene R. Belecina, PhD, Dolores P. Borja, Agnes D. Garciano, Phd,
Ma. Corazon P. Loja, Roger T. Nocom, Rowena S. Requidan, and Jones A.
Tudlong, PhD
Illustrator: Cyrell T. Navarro
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Layout Artists: Aro R. Rara and Ronwaldo Victor Ma. A. Pagulayan

Management and Specialists: Jocelyn DR Andaya, Jose D. Tuguinayo Jr.,
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Introduction
This material is written in support of the K to 12 Basic Education

Program to ensure attainment of standards expected of students.
In the design of this Grade 10 materials, it underwent different

processes - development by writers composed of classroom teachers, school
heads, supervisors, specialists from the Department and other institutions;
validation by experts, academicians, and practitioners; revision; content
review and language editing by members of Quality Circle Reviewers; and
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finalization with the guidance of the consultants.
There are eight (8) modules in this material.
Module 1 – Sequences
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Module 2 – Polynomials and Polynomial Equations
Module 3 – Polynomial Functions
Module 4 – Circles
Module 5 – Plane Coordinate Geometry
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Module 6 – Permutations and Combinations
Module 7 – Probability of Compound Events
Module 8 – Measures of Position
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With the different activities provided in every module, may you find this
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material engaging and challenging as it develops your critical-thinking and

problem-solving skills.
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Table of Contents
Unit 1
Module 1: Sequences................................................................................... 1
Lessons and Coverage ............................................................................ 2
Module Map ............................................................................................. 3
Pre-Assessment ...................................................................................... 4
Learning Goals and Targets .................................................................... 8
Lesson 1: Arithmetic Sequences..................................................................... 9
Activity 1 ........................................................................................ 9
Activity 2 ...................................................................................... 11
Activity 3 ...................................................................................... 11
Activity 4 ...................................................................................... 12
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Activity 5 ...................................................................................... 13
Activity 6 ...................................................................................... 14
Activity 7 ...................................................................................... 15
Activity 8 ...................................................................................... 16
Activity 9 ...................................................................................... 18
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Activity 10 .................................................................................... 18
Activity 11 .................................................................................... 19
Activity 12 .................................................................................... 20
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Activity 13 .................................................................................... 21
Activity 14 .................................................................................... 23
Summary/Synthesis/Generalization ............................................................. 25
Lesson 2: Geometric and Other Sequences ................................................. 26
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Activity 1 ...................................................................................... 26
Activity 2 ...................................................................................... 27
Activity 3 ...................................................................................... 28
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Activity 4 ...................................................................................... 28
Activity 5 ...................................................................................... 29
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Activity 6 ...................................................................................... 31
Activity 7 ...................................................................................... 37
Activity 8 ...................................................................................... 39
Activity 9 ...................................................................................... 40
Activity 10 .................................................................................... 41
Activity 11 .................................................................................... 42
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Activity 12 .................................................................................... 43
Activity 13 .................................................................................... 44
Glossary of Terms ........................................................................................ 47
References and Website Links Used in this Module ................................... 48
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Module 2: Polynomials and Polynomial Equations ............................. 49

Lessons and Coverage .......................................................................... 50
Module Map ........................................................................................... 50
Pre-Assessment ..................................................................................... 51
Learning Goals and Targets ................................................................... 56
Lesson 1: Division of Polynomials ................................................................ 57
Activity 1 ...................................................................................... 57
Activity 2 ...................................................................................... 58
Activity 3 ...................................................................................... 60
Activity 4 ...................................................................................... 63
Activity 5 ...................................................................................... 64
Activity 6 ...................................................................................... 65
Activity 7 ...................................................................................... 65
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Activity 8 ...................................................................................... 66
Activity 9 ...................................................................................... 67
Activity 10 .................................................................................... 68
Lesson 2: The Remainder Theorem and Factor Theorem .......................... 70
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Activity 1 ...................................................................................... 70
Activity 2 ...................................................................................... 71
Activity 3 ...................................................................................... 72
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Activity 4 ...................................................................................... 74
Activity 5 ...................................................................................... 76
Activity 6 ...................................................................................... 76
Activity 7 ...................................................................................... 77
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Activity 8 ...................................................................................... 78
Activity 9 ...................................................................................... 79
Activity 10 .................................................................................... 80
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Lesson 3: Polynomial Equations................................................................... 82
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Activity 1 ...................................................................................... 82
Activity 2 ...................................................................................... 83
Activity 3 ...................................................................................... 84
Activity 4 ...................................................................................... 85
Activity 5 ...................................................................................... 87
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Activity 6 ...................................................................................... 88
Activity 7 ...................................................................................... 89
Activity 8 ...................................................................................... 91
Activity 9 ...................................................................................... 91
Activity 10 .................................................................................... 92
Activity 11 .................................................................................... 92
Activity 12 .................................................................................... 93
Activity 13 .................................................................................... 93
Activity 14 .................................................................................... 94
Activity 15 .................................................................................... 95
Glossary of Terms ......................................................................................... 96
List of Theorems Used in this Module ......................................................... 96
References and Website Links Used in this Module ................................... 97
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I. INTRODUCTION
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“Kilos Kabataan”
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In her first public address, the principal mentioned about the

success of the recent “Brigada Eskwela.” Because of this success, the
principal challenged the students, especially the Grade 9 and Grade 10
students, to extend the same service to their community by having a one-
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Saturday community clean-up which the principal called “Kilos Kabataan

Project.” Volunteers have to sign up until 5 p.m. for the project. Accepting
the principal’s challenge, 10 students immediately signed up for the clean-
up. After 10 minutes, there were already 15 who had signed up. After 10
more minutes, there were 20, then 25, 30, and so on. Amazed by the
students’ response to the challenge, the principal became confident that
the youth could be mobilized to create positive change.
The above scenario illustrates a sequence. In this learning module,
you will know more about sequences, and how the concept of a sequence
is utilized in our daily lives.
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II. LESSONS AND COVERAGE

In this module, you will learn more about sequences when you take
the following lessons:
Lesson 1 – Arithmetic Sequences
Lesson 2 – Geometric and Other Sequences
In these lessons you will learn to:
 generate and describe patterns
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 find the next few terms of a sequence
 find the general or nth term of a sequence
 illustrate an arithmetic sequence
 determine the nth term of a given arithmetic sequence
Lesson 1
 find the arithmetic means between terms of an
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arithmetic sequence
 determine the sum of the first n terms of a given
arithmetic sequence

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solve problems involving arithmetic sequence
 illustrate a geometric sequence

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 differentiate a geometric sequence from an arithmetic
sequence
 determine the nth term of a given geometric sequence
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 find the geometric means between terms of a

geometric sequence
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Lesson 2
 determine the sum of the first n terms of a geometric
sequence
 determine the sum of the first n terms of an infinite
geometric sequence
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 illustrate other types of sequences like harmonic

sequence and Fibonacci sequence
 solve problems involving geometric sequence
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Sequences
Arithmetic Geometric Other Types of

Sequences Sequences Sequences
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Finding the Next Term
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Finding the nth Term
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Finding the Arithmetic/Geometric Means

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Finding the Sum of the First n Terms

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Solving Real-Life Problems
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III. PRE-ASSESSMENT
Part 1
Find out how much you already know about the topics in this module.
Choose the letter of the best answer. Take note of the items that you were
not able to answer correctly and find the right answer as you go through
this module.
1. What is the next term in the geometric sequence 4, 12, 36?

A. 42 B. 54 C. 72 D. 108
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13 7 15
2. Find the common difference in the arithmetic sequence 3, , , , ...
4 2 4
1 3 5
A. B. C. D. 4
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4 4 2
3. Which set of numbers is an example of a harmonic sequence?

1 1 1 1 1 1 1
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A. ,  , ,  , C. , , ,
2 2 2 2 3 9 27 81
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1 2 2 2
B. ,  1, 2,  4 D. 2, , ,
2 3 5 7
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4. What is the sum of all the odd integers between 8 and 26?
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A. 153 B. 151 C. 149 D. 148
5. If three arithmetic means are inserted between 11 and 39, find the
second arithmetic mean.
A. 18 B. 25 C. 32 D. 46
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6. If three geometric means are inserted between 1 and 256, find the third
geometric mean.
A. 64 B. 32 C. 16 D. 4
1 1 1 1
7. What is the next term in the harmonic sequence , , , ,...?
11 15 19 23
1 1
A. 27 B. 25 C. D.
25 27
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8. Which term of the arithmetic sequence 4, 1, 2, 5 , . . . is 29 ?

A. 9th term B. 10th term C. 11th term D. 12th term
2 2
9. What is the 6th term of the geometric sequence , , 2, 10, ...?
25 5
A. 25 B. 250 C. 1250 D. 2500
10. The first term of an arithmetic sequence is 2 while the 18th term is 87.
Find the common difference of the sequence.
A. 7 B. 6 C. 5 D. 3
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11. What is the next term in the Fibonacci sequence 1, 1, 2, 3, 5, 8, ...?
A. 13 B. 16 C. 19 D. 20
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12. Find the sum of the geometric sequence where the first term is 3, the
last term is 46 875, and the common ratio is 5.
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A. 58 593 B. 58 594 C. 58 595 D. 58 596
13. Find the eighth term of a geometric sequence where the third term is
27 and the common ratio is 3.
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A. 2187 B. 6561 C. 19 683 D. 59 049
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14. Which of the following is the sum of all the multiples of 3 from 15 to
48?
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A. 315 B. 360 C. 378 D. 396
n2  1
15. What is the 7th term of the sequence whose nth term is an ý ?
n2  1
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24 23 47 49
A. B. C. D.
25 25 50 50
16. What is the nth term of the arithmetic sequence 7, 9, 11, 13, 15, 17, . .?
A. 3n  4 B. 4n  3 C. n  2 D. 2n  5
1 1 1 1
17. What is the nth term of the harmonic sequence , , , ,...?
2 4 6 8
1 1 1 1
A. B. 2
C. D.
n 1 n 1 2n 4n  2
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18. Find p so that the numbers 7p  2, 5p  12, 2p  1,... form an arithmetic

sequence.
A. 8 B. 5 C. 13 D. 23
3 9 27 81
19. What is the sum of the infinite geometric series     ...?
4 16 64 256
3 3
A. 3 B. 1 C. D.
4 7
20. Find k so that the numbers 2k  1, 3k  4, and 7k  6 form a geometric

sequence.
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A. 2; -1 B. -2; 1 C. 2; 1 D. -2; -1
21. Glenn bought a car for Php600,000. The yearly depreciation of his car is
10% of its value at the start of the year. What is its value after 4 years?
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A. Php437,400 B. Php438,000 C. Php393,660 D. Php378,000
22. During a free-fall, a skydiver jumps 16 feet, 48 feet, and 80 feet on the
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first, second, and third fall, respectively. If he continues to jump at this
rate, how many feet will he have jumped during the tenth fall?
A. 304 B. 336 C. 314 928 D. 944 784
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23. Twelve days before Valentine’s Day, Carl decided to give Nicole
flowers according to the Fibonacci sequence. On the first day, he sent
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one red rose, on the second day, two red roses, and so on. How many
roses did Nicole receive during the tenth day?
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A. 10 B. 55 C. 89 D. 144
24. A new square is formed by joining the midpoints of the consecutive
sides of a square 8 inches on a side. If the process is continued until
there are already six squares, find the sum of the areas of all squares
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in square inches.
A. 96 B. 112 C. 124 D. 126
25. In President Sergio Osmeña High School, suspension of classes is
announced through text brigade. One stormy day, the principal
announces the suspension of classes to two teachers, each of whom
sends this message to two other teachers, and so on. Suppose that
text messages were sent in five rounds, counting the principal’s text
message as the first, how many text messages were sent in all?
A. 31 B. 32 C. 63 D. 64
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Part II
Read and understand the situation below, then answer the questions or
perform the tasks that follow.
Hold on to HOPE
Because of the super typhoon Yolanda, there was a big need for blood
donors, medicines, doctors, nurses, medical aides, or any form of medical
assistance. The Red Cross planned to involve different agencies,
organizations, and offices, public and private, local and international, in their
project to have massive medical services. The Red Cross contacted first
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three of the biggest networks, and each of these networks contacted three
other networks, and agencies, organizations, and offices, and so on, until
enough of these were contacted. It took one hour for an organization to
contact three other organizations and all the contacts made were completed
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within 4 hours. Assume that no group was contacted twice.
1. Suppose you are one of the people in the Red Cross who visualized
this project. How many organizations do you think were contacted in
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the last round? How many organizations were contacted within 4
hours?
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2. Make a table to represent the number of organizations, agencies, and
offices who could have been contacted in each round.
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3. Write an equation to represent the situation. Let the independent

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variable be the number of rounds and the dependent variable be the

number of organizations, agencies, and offices that were contacted in
that round.
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4. If another hour was used to contact more organizations, how many

additional organizations, agencies, and offices could be contacted?
5. Use the given information in the above situation to formulate problems

involving these concepts.
6. Write the necessary equations that describe the situations or problems

that you formulated.
7. Solve the problems that you formulated.
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Rubric for the Equations Formulated and Solved
Score Descriptors
4 Equations are properly formulated and solved correctly.
Equations are properly formulated but not all are solved
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correctly.
Equations are properly formulated but are not solved
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correctly.
1 Equations are properly formulated but are not solved at all.
Rubric for the Problems Formulated and Solved
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Score Descriptors
Poses a more complex problem with two or more solutions
and communicates ideas unmistakably, shows in-depth
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comprehension of the pertinent concepts and/or processes
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and provides explanation wherever appropriate
Poses a more complex problem and finishes all significant
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parts of the solution and communicates ideas unmistakably,
shows in-depth comprehension of the pertinent concepts
and/or processes
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Poses a complex problem and finishes all significant parts of
the solution and communicates ideas unmistakably, shows
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in-depth comprehension of the pertinent concepts and/or
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processes
Poses a complex problem and finishes most significant parts
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of the solution and communicates ideas unmistakably, shows

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comprehension of major concepts although neglects or
misinterprets less significant ideas or details
Poses a problem and finishes some significant parts of the
2 solution and communicates ideas unmistakably but shows
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gaps on the theoretical comprehension

Poses a problem but demonstrates minor comprehension,
1 not being able to develop an approach
Source: D.O. #73, s. 2012
IV. LEARNING GOALS AND TARGETS

After using this module, you should be able to demonstrate
understanding of sequences like arithmetic sequences, geometric sequences,
and other types of sequences and solve problems involving sequences.
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In this lesson, you will work with patterns. Recognizing and
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extending patterns are important skills needed for learning concepts
related to an arithmetic sequence.
Activity 1:
Each item below shows a pattern. Answer the given questions.
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1. What is the next shape?
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, , , , , , , , , , , , ,
___
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2. What is the next number?

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What is the 10th number?
0, 4, 8, 12, 16, ____

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9, 4, -1, -6, -11, ____
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1, 3, 9, 27, 81, _____

160, 80, 40, 20, 10, _____
The set of shapes and the sets of numbers in the above activity are
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called sequences.
Were you able to find patterns and get the next number in the
sequence? Let us now give the formal definition of a sequence.
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What is a sequence? C
A sequence is a function whose domain is the finite set {1, 2, 3,…, n}
or the infinite set {1, 2, 3,… }.
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n 1 2 3 4 5
Example:     
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a øn ù 3 1 1.5 10 
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This finite sequence has 5 terms. We may use the notation

a1, a2 , a3 , ..., an to denote a ø1ù , a ø 2ù, a ø 3 ù, ..., a ø n ù, respectively.
In Grade 10, we often encounter sequences that form a pattern such

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as that found in the sequence below.
n 1 2 3 4 ...
Example:    
an 4 7 10 13 ...
The above sequence is an infinite sequence where an ý 3n  1
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In the next two activities, you will learn more about sequences. A
general term or nth term will be given to you and you will be asked to
give the next few terms. You will also be asked to give the nth term or
the rule for a particular sequence. You may now start with Activity 2.
Activity 2:
Find the first 5 terms of the sequence given the nth term.
1. aný n  4
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2. aý
n 2n  1
3. aý
n 12  3n
4. an ý 3n
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ø 2ù
n
5. an ý
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How did you find the activity? Did you find it easy to give the first 5
terms of each sequence? In Activity 3, you will be given the terms of a
sequence and you will be asked to find its nth term. You may now do
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Activity 3.
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Activity 3:
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What is the nth term for each sequence below?
1. 3, 4, 5, 6, 7, ...
2. 3, 5, 7, 9, 11, ...
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3. 2, 4, 8, 16, 32, ...

4. -1, 1, -1, 1, -1, ...
1 1 1 1
5. 1, , , , , ...
2 3 4 5
In the activities you have just done, you were able to enumerate the
terms of a sequence given its nth term and vice versa. Knowing all these
will enable you to easily understand a particular sequence. This
sequence will be discussed after doing the following activity.
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Activity 4:
We need matchsticks for this group activity. Form a group of 3

students.
1. Below are squares formed by matchsticks.
2. Count the number of matchsticks in each figure and record the results
in a table.
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number of squares 1 2 3 4 5 6 7 8 9 10
number of matchsticks
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1. Is there a pattern in the number of matchsticks? If there is, describe
it.
2. How is each term (number of matchsticks) found?
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3. What is the difference between any two consecutive terms?
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How was the activity? What new thing did you learn from the
activity?
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The above activity illustrates a sequence where the difference between

any two consecutive terms is a constant. This constant is called the common
difference and the said sequence is called an arithmetic sequence.
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An arithmetic sequence is a sequence where every term after the first

is obtained by adding a constant called the common difference.
The sequences 1, 4, 7, 10, ... and 15, 11, 7, 3, ... are examples of
arithmetic sequences since each one has a common difference of 3 and 4,
respectively.
Is the meaning of arithmetic sequence clear to you? Are you ready

to learn more about arithmetic sequences? If so, then you have to
perform the next activity.
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Activity 5:
Let us go back to Activity 4. With your groupmates, take a look at the

completed table below.
number of squares 1 2 3 4 5 6 7 8 9 10
number of matchsticks 4 7 10 13 16 19 22 25 28 31
Let us take the number of matchsticks 4, 7, 10, 13, 16, 19, 22, 25, 28,
and 31. We see that the number of matchsticks forms an arithmetic
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sequence. Suppose we want to find the 20th, 50th, and 100th terms of the
sequence. How do we get them? Do you think a formula would help? If so, we
could find a formula for the nth term of the sequence. In this case, it will not
be difficult since we know the common difference of the sequence.
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ý
Let us take the first four terms. Let a1 4,ý
C a2 7,ý
a3 10,ý
a4 13.
How do we obtain the second, third, and fourth terms?
Consider the table below and complete it. Observe how each term is
rewritten.
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a1 a2 a3 a4 a5 a6 a7 a8 ... an
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4 4+3 4+3+3 4+3+3+3 ...

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How else can we write the terms? Study the next table and complete it.
a1 a2 a3 a4 a5 a6 a7 a8 ... an
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4+0(3) 4+1(3) 4+2(3) 4+3(3) ...
What is a5 ? a20 ? a50 ?

What is the formula for determining the number of matchsticks needed
to form n squares?
In general, the first n terms of an arithmetic sequence with a1 as first
term and d as common difference are
a1, a1  d, a1  2d, ..., a1  ø n  1ù d.
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If a1 and d are known, it is easy to find any term in an arithmetic

sequence by using the rule
an ý a1  ø n  1ù d.
Example: What is the 10th term of the arithmetic sequence 5, 12, 19, 26, ...?
Solution: Since a1 ý5 and d ý7, then a10 ý5  ø10  1ùø 7ù ý68.
How did you find the activity? The rule for finding the nth term of an
arithmetic sequence is very useful in solving problems involving
arithmetic sequence.
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Activity 6:
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A. Find the missing terms in each arithmetic sequence.
1. 3, 12, 21, __, __, __

2. 8, 3, 2 , __, __
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3. 5, 12, __, 26, __
4. 2, __, 20, 29, __
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5. __, 4, 10, 16, __
6. 17, 14, __, __, 5
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7. 4, __, __, 19, 24, ...

8. __, __, __, 8, 12, 16
9. 1, __, __, __, 31, 39
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10. 13, __, __, __, 11, 17
B. Find three terms between 2 and 34 of an arithmetic sequence.

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Were you able to get the missing terms in each sequence in Part
A? Were you able to get the 3 terms in Part B? Let us discuss a
systematic way of finding missing terms of an arithmetic sequence.
Finding a certain number of terms between two given terms of an

arithmetic sequence is a common task in studying arithmetic sequences. The
terms between any two nonconsecutive terms of an arithmetic sequence are
known as arithmetic means.
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Example: Insert 4 arithmetic means between 5 and 25.
Solution: Since we are required to insert 4 terms, then there will be 6 terms
in all.
Let a1 ý 5 and a6 ý 25. We will insert a2 , a3 , a4 , a5 as shown below:
5, a2 , a3 , a4 , a5 , 25
We need to get the common difference. Let us use a6ý a1  5d to

solve for d. Substituting the given values for a6 and a1 , we obtain 25ý 5  5d.
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So, d ý 4.
Using the value of d, we can now get the values of a2 , a3 , a4 , and a5 .
5  4 ø1ù ý
Thus, a2 ý 5  4 ø 2ù ý
9, a3 ý 5  4 ø3 ù ý
13, a4 ý 17, and
5  4 ø 4ù ý
a5 ý
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21.
The 4 arithmetic means between 5 and 25 are 9, 13, 17, and 21.
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At this point, you know already some essential things about
arithmetic sequence. Now, we will learn how to find the sum of the first n
terms of an arithmetic sequence. Do Activity 7.
E D
Activity 7:
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What is the sum of the terms of each finite sequence below?
1. 1, 4, 7, 10
2. 3, 5, 7, 9, 11
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3. 10, 5, 0, -5, -10, -15

4. 81, 64, 47, 30, 13, -4
5. -2, -5, -8, -11, -14, -17
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Activity 8:
What is 1 + 2 + 3 + ... + 50 + 51 + ... + 98 + 99 + 100?
A famous story tells that this was the problem given by an elementary
school teacher to a famous mathematician to keep him busy. Do you know
that he was able to get the sum within seconds only? Can you beat that? His
name was Karl Friedrich Gauss (1777-1885). Do you know how he did it? Let
us find out by doing the activity below.
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Think-Pair-Share
Determine the answer to the above problem. Then look for a partner
and compare your answer with his/her answer. Discuss with him/her your
technique (if any) in getting the answer quickly. Then with your partner,
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answer the questions below and see if this is similar to your technique.
1. What is the sum of each of the pairs 1 and 100, 2 and 99, 3 and 98, ...,
50 and 51?
C
2. How many pairs are there in #1?
3. From your answers in #1 and #2, how do you get the sum of the
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integers from 1 to 100?
4. What is the sum of the integers from 1 to 100?
E
Let us now denote the sum of the first n terms of an arithmetic

sequence a1  a2  a3  ...  an by Sn .
EP
We can rewrite the sum in reverse order, that is,

Sn ý an  an 1  an 2  ...  a1.
Rewriting the two equations above using their preceding terms and the
D
difference d, we would have
Equation 1: Sn ýa1  ø a1  d ù  ø a1  2d ù  ...  ùûa1  ø n  1ù d ùû
Equation 2 : Sn ýan  ø an  d ù  ø an  2d ù  ...  ùûan  ø n  1ù d ùû
Adding equation 1 and equation 2, we get

2Sn ý ø a1  an ù  ø a1  an ù  ø a1  an ù  ...  ø a1  an ù.
Sn n ø a1  an ù .
Since there are n terms of the form a1  an , then 2ý
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n
Dividing both sides by 2, we haveý
Sn ø a1  an ù .
2
Now, since we also know that an ý a1  ø n  1ù d, then by substitution,
we have
n ùûa1  ø a1  ø n  1ù d ùùû
n
Sý
n
2 2
2a1  (n  1)d .
or Sý
n
Example 1: Find the sum of the first 10 terms of the arithmetic sequence
5, 9, 13, 17, ...
10
Solution: ý
S10 ù2 ø 5 ù  ø10  1ý
ù 4ùû 230
2 û
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Example 2: Find the sum of the first 20 terms of the arithmetic sequence
2,  5,  8,  11, ...
20
Solution: S20 ý ùû2 ø 2ù  ø 20  1ùø 3 ùùû ý610
O
2
C
How did you find Activity 7? Did you learn many things about
arithmetic sequences?
D
http://coolmath.com/algebra/19-sequences-
E
series/05-arithmetic-sequences-01.html
Learn more about arithmetic http://www.mathisfun.com/algebra/sequences-
EP
sequences through the web. series.html

You may open the following http://www.mathguide.com/lessons/SequenceArit
hmetic.html#identify
links:
D
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Your goal in this section is to apply the key concepts of arithmetic

sequence. Use the mathematical ideas and the examples presented in
the preceding section to answer the activities provided.
Activity 9:
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Which of the following sequences is an arithmetic sequence? Why?
1.3, 7, 11, 15, 19
2.4, 16, 64, 256
3.48, 24, 12, 6, 3, ...
4.1, 4, 9, 16, 25, 36
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1 1
5. 1, , 0, 
2 2
6. 2, 4,  8, 16, ...
7. 1, 0, 1, 2, , 3
C
1 1 1 1
8. , , , , ...
2 3 4 5
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x x
9. 3 x, x, , , ...
3 9
E
10. 9.5, 7.5, 5.5, 3.5, ...

EP
Did you find it easy to determine whether a sequence is arithmetic

or not? Were you able to give a reason why?
The next activity will assess your skill in using the nth term of an
arithmetic sequence. You may start the activity now.
D
Activity 10:
Use the nth term of an arithmetic sequence an ý a1  ø n  1ù d to answer the

following questions.
1. Find the 25th term of the arithmetic sequence 3, 7, 11, 15, 19,...
2. The second term of an arithmetic sequence is 24 and the fifth term is 3.
Find the first term and the common difference.
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3. Give the arithmetic sequence of 5 terms if the first term is 8 and the
last term is 100.
1
4. Find the 9th term of the arithmetic sequence with a1 ý 10 and d ý  .
2
5. Find a1 if a8 ý 54 and a9 ý 60.
6. How many terms are there in an arithmetic sequence with a common
difference of 4 and with first and last terms 3 and 59, respectively?
7. Which term of the arithmetic sequence is 18, given that a1 ý 7 and
a2 ý 2?
8. How many terms are in an arithmetic sequence whose first term is -3,
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common difference is 2, and last term is 23?
9. What must be the value of k so that 5k  3, k  2, and 3k  11 will form
an arithmetic sequence?
10. Find the common difference of the arithmetic sequence with a4 ý 10
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and a11 ý 45.
Did you find the activity challenging? The next activity is about
C
finding arithmetic means. Remember the nth term of an arithmetic
sequence.
You may now do Activity 11.
D
Activity 11:
E
A. Insert the indicated number of arithmetic means between the given first
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and last terms of an arithmetic sequence.

1. 2 and 32 [1]
2. 6 and 54 [3]
3. 68 and 3 [4]
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4. 10 and 40 [5]
1
5. and 2 [2]
2
6. –4 and 8 [3]
7. –16 and –8 [3]
1 11
8. and [4]
3 3
9. a and b [1]
10. x  y and 4x  2y [2]
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B. Solve the following problems.
1. The arithmetic mean between two terms in an arithmetic sequence

is 39. If one of these terms is 32, find the other term.
2. If five arithmetic means are inserted between 9 and 9, what is the
third mean?
3. What are the first and last terms of an arithmetic sequence when its
arithmetic means are 35, 15, and 5?
4. Find the value of x if the arithmetic mean of 3 and 3 x  5 is 8.
5. Find the value of a when the arithmetic mean of a  7 and a  3 is
3a  9.
PY
Did you find the nth term of an arithmetic sequence helpful in
finding the arithmetic means?
O
The next activity is about finding the sum of the terms of an
arithmetic sequence. You may now proceed. C
Activity 12:
D
A. Find the sum of each of the following.
1.
integers from 1 to 50
E
2.
odd integers from 1 to 100
3.
even integers between 1 and 101
EP
4.
first 25 terms of the arithmetic sequence 4, 9, 14, 19, 24, ...
5.
multiples of 3 from 15 to 45
6.
numbers between 1 and 81 which are divisible by 4
first 20 terms of the arithmetic sequence –16, –20, –24, …
7.
D
first 10 terms of the arithmetic sequence 10.2, 12.7, 15.2, 17.7, …

8.
1 + 5 + 9 + … + 49 + 53
9.
1 3 5 17 19
10.    ...  
2 2 2 2 2
B. The sum of the first 10 terms of an arithmetic sequence is 530. What is the
first term if the last term is 80? What is the common difference?
C. The third term of an arithmetic sequence is –12 and the seventh term is 8.
What is the sum of the first 10 terms?
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D. Find the sum of the first 25 multiples of 8.
E. Find the sum of the first 12 terms of the arithmetic sequence whose
general term is a
n 3n  5.
Were you able to answer Activity 12?

In this section, you were provided with activities to assess your
knowledge and skill in what you learned in the previous section.
Now that you know the important ideas about arithmetic sequences,
let us go deeper by moving to the next section.
PY
O
Activity 13:
C
D
Do each of the following.
1. Mathematically speaking, the next term cannot be determined by

E
giving only the first finite number of terms of a general sequence.

Explain this fact by giving an example.
EP
2. Make a concept map for arithmetic sequences.
3. Using the formula for arithmetic sequence, an  a1  ø n  1ù d,

D
give problems where the unknown value is (a) a1 , (b) an , (c) d

and show how each can be found.
4. What should be the value of x so that x + 2, 3x – 2, 7x – 12 will form an

arithmetic sequence? Justify your answer.
5. Find the value of x when the arithmetic mean of x + 2 and 4x + 5 is

3x + 2.
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6. It is alarming that many people now are being infected by HIV. As the
president of the student body in your school, you invited people to give
a five-day series of talks on HIV and its prevention every first Friday of
the month from 12 noon to 1 p.m. in the auditorium. On the first day, 20
students came. Finding the talk interesting, these 20 students shared
the talk to other students and 10 more students came on the second
day, another 10 more students came on the third day, and so on.
a. Assuming that the number of participants continues to increase in

the same manner, make a table representing the number of
participants from day 1 of the talk until day 5.
PY
b. Represent the data in the table using a formula. Use the formula to
justify your data in the table.
O
c. You feel that there is still a need to extend the series of talks, so
you decided to continue it for three more days. If the pattern
continues where there are 10 additional students for each talk, how
many students in all attended the talk on HIV?
C
Were you able to accomplish the activity? How did you find it?
D
You may further assess your knowledge and skill by trying another
activity.
E
EP
Try This:
After a knee surgery, your trainer tells you to return to your jogging
program slowly. He suggests jogging for 12 minutes each day for the first
D
week. Each week, thereafter, he suggests that you increase that time by 6
minutes per day. On what week will it be before you are up to jogging 60
minutes per day?
Were you able to solve the problem?

Now that you have a deeper understanding of the topic, you are
now ready to do the tasks in the next section.
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Your goal in this section is to apply what you learned to real-life

situations. You will be given a task which will demonstrate your
understanding of arithmetic sequences.
Activity 14:
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In groups of five, create a well-developed Reality Series considering
the following steps:
1. Choose a real-life situation which involves arithmetic sequences. You
O
could research online or create your own. Be sure to choose what
interests your group the most to make your Reality Series not only
interesting but also entertaining.
C
2. Produce diagrams or pictures that will help others see what is taking
place in the situation or the scenario that you have chosen.
3. Prepare the necessary table to present the important data in your
D
situation and the correct formula and steps to solve the problem.
4. Show what you know about the topic by using concepts about
E
arithmetic sequences to describe the situation. For example, show how

to find the nth term of your arithmetic sequence or find the sum of the
EP
first n terms. Write your own questions about the situation and be
ready with the corresponding answers.
5. Present your own Reality Series in the class.
D
How did the task help you realize the importance of the topic in real life?
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Rubric for the Written Report about Chosen Real-Life Situation
Score Descriptors
The written report is completely accurate and logically
presented/designed. It includes facts, concepts, and
5
computations involving arithmetic sequences. The chosen real-
life situation is very timely and interesting.
The written report is generally accurate and the
presentation/design reflects understanding of arithmetic
4
sequences. Minor inaccuracies do not affect the overall results.
The chosen real-life situation is timely and interesting.
PY
The written report is generally accurate but the
presentation/design lacks application of arithmetic sequences.
3
The chosen real-life situation is somehow timely and
interesting.
The written report contains major inaccuracies and significant
O
2 errors in some parts. The chosen real-life situation is not timely
and interesting.
1 There is no written report made.
C
Rubric for the Oral Presentation
D
Score Descriptors
E
Oral presentation is exceptionally clear, thorough, fully

5 supported with concepts and principles of arithmetic
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sequences, and easy to follow.

Oral report is generally clear and reflective of students’
4 personalized ideas, and some accounts are supported by
mathematical principles and concepts of arithmetic sequences.
Oral report is reflective of something learned; it lacks clarity and
D
3
accounts have limited support.
Oral report is unclear and impossible to follow, is superficial,
2
and more descriptive than analytical.
1 No oral report was presented.
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SUMMARY/SYNTHESIS/GENERALIZATION
This lesson is about arithmetic sequences and how they are illustrated
in real life. You learned to:
 generate patterns;
 determine the nth term of a sequence;
 describe an arithmetic sequence, and find its nth term;
 determine the arithmetic means of an arithmetic sequence;
 find the sum of the first n terms of an arithmetic sequence; and
 solve real-life problems involving arithmetic sequence.
PY
O
C
E D
EP
D
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The previous lesson focused on arithmetic sequences. In this

lesson, you will also learn about geometric sequences and the process
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on how they are generated. You will also learn about other types of
sequences.
Activity 1:
Find the ratio of the second number to the first number.
O
1. 2, 8
C
2. –3, 9
1
3. 1,
D
2
4. –5, –10
5. 12, 4
E
6. –49, 7
1 1
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7. ,
4 2
8. a2, a3
9. k–1, k
10. 3m, 3mr
D
You need the concept of ratio in order to understand the next kind
of sequence. We will explore that sequence in the next activity. Do the
next activity now.
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Activity 2:
Do the activity with a partner. One of you will perform the paper folding
while the other will do the recording in the table.
1. Start with a big square from a piece of paper. Assume that the area of
the square is 64 square units.
2. Fold the four corners to the center of the square and find the area of
the resulting square.
3. Repeat the process three times and record the results in the table
below.
PY
Square 1 2 3
Area
O
C
1. What is the area of the square formed after the first fold? Second
fold? Third fold?
2. Is there a pattern in the areas obtained after 3 folds?
D
3. You have generated a sequence of areas. What are the first 3
terms of the sequence?
4. Is the sequence an arithmetic sequence? Why?
E
5. Using the pattern in the areas, what would be the 6th term of the
sequence?
EP
The sequence 32, 16, 8, 4, 2, 1 is called a geometric sequence.

A geometric sequence is a sequence where each term after the first
is obtained by multiplying the preceding term by a nonzero constant called the
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common ratio.
The common ratio, r, can be determined by dividing any term in the
sequence by the term that precedes it. Thus, in the geometric sequence
1 16 1
32, 16, 8, 4, 2, ... , the common ratio is since ý .
2 32 2
The next activity will test whether you can identify geometric
sequences or not.
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Activity 3:
State whether each of the following sequences is geometric or not.

1. 5, 20, 80, 320, ...
2. 7 2, 5 2, 3 2, 2,...
3. 5, –10, 20, –40
4. 1, 0.6, 0.36, 0.216, ...
10 10 10 10
5. , , ,
3 6 9 15
6. 4, 0, 0, 0, 0…
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Activity 4:
Form a group of 3 members and answer the guide questions using the table.
Problem: What are the first 5 terms of a geometric sequence whose first term
O
is 2 and whose common ratio is 3?
Other Ways to Write the Terms
Term
C
In Factored Form
In Exponential
Form
a1 ý 2 2 2 x 30
D
a2 ý 6 2x3 2 x 31
a3 ý 18 2x3x3 2 x 32
E
a4 ý 54 2x3x3x3 2 x 33
a5 ý 162 2x3x3x3x3 2 x 34
EP
an ?
D
1. Look at the two ways of writing the terms. What does 2 represent?
2. For any two consecutive terms, what does 3 represent?
3. What is the relationship between the exponent of 3 and the position of
the term?
4. If the position of the term is n, what must be the exponent of 3?
5. What is an for this sequence?
6. In general, if the first term of a geometric sequence is a1 and the
common ratio is r, what is the nth term of the sequence?
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What did you learn in the activity? Given the first term a1 and the
common ratio r of a geometric sequence, the nth term of a geometric
sequence is an ý a1r n -1.
Example: What is the 10th term of the geometric sequence 8, 4, 2, 1, ...?

9
1 ö 1ö ö 1 ö 1
ý
Since r ý
, then a10 8ý
÷ ÷ 8 ÷ý ÷ .
Solution: 2 ø2ø ø 512 ø 64
In the next activity, you will find the nth term of a geometric
sequence, a skill that is useful in solving other problems involving
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geometric sequences. Do the next activity.
Activity 5:
O
A. Find the missing terms in each geometric sequence.
1. 3, 12, 48, __, __

C ...
2. __, __, 32, 64, 128,
__
D
3. 120, 60, 30, __, __,
__
5, __, 20, 40, __,
E
4.
__, __
5. __, 4, 12, 36,
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6. –2, __, __, –16 –32 –64

...
7. 256, __, __, –32 16,
D
1
8. 27, 9, __, __,
3
1
9. , __, __, __, 64, 256
4
10. 5x2 __, 5x6 5x8 __ , ...
B. Insert 3 terms between 2 and 32 of a geometric sequence.
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Were you able to answer the activity? Which item in the activity did
you find challenging? Let us now discuss how to find the geometric
means between terms of a geometric sequence.
Inserting a certain number of terms between two given terms of a

geometric sequence is an interesting activity in studying geometric sequences.
We call the terms between any two given terms of a geometric sequence the
geometric means.
Example: Insert 3 geometric means between 5 and 3125.
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Solution:
Let a1 ý 5 and a5 ý 3125. We will insert a2 , a3 , and a4 .
O
Since a5 ý a1r 4 , then 3125 ý 5r 4 . C
Solving for the value of r, we get 625 ý r 4 or r ý 5.
We obtained two values of r, so we have two geometric sequences.

D
If r ý 5, the geometric means are

E
a2 ý 5 ø 5 ù ý 25, a3 ý 5 ø 5 ù ý 125, a4 ý 5 ø 5 ù ý 625.

1 2 3
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Thus, the sequence is 5, 25, 125, 625, 3125.
If r ý 5, then the geometric means are

a2 ý 5 ø 5 ù ý 25, a3 ý 5 ø 5 ù ý 125, a4 ý 5 ø 5 ù ý 625.
1 2 3
D
Thus, the sequence is 5,  25, 125, 625, 3125.
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At this point, you already know some essential ideas about

geometric sequences. Now, we will learn how to find the sum of the first
n terms of a geometric sequence. Do Activity 6.
Activity 6:
Do the following with a partner.
Part 1:
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Consider the geometric sequence 3, 6, 12, 24, 48, 96, ...
What is the sum of the first 5 terms?
O
There is another method to get the sum of the first 5 terms.
Let S5 ý 3  6  12  24  48.
C
Multiplying both sides by the common ratio 2, we get
2S5 ý6  12  24  48  96
D
Subtracting 2S5 from S5 , we have

E
S5 ý 3  6  12  24  48
EP
 ø 2Sý
5 6  12  24  48  96 ù
ý S5 3  96
D
S5 ý93
S5 ý 93
Try the method for the sequence 81, 27, 9, 3, 1, ... and find the sum of
the first 4 terms.
From the activity, we can derive a formula for the sum of the first n
terms, Sn , of a geometric sequence.
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Consider the sum of the first n terms of a geometric sequence:

Sn ý a1  a1r  a1r 2  ...  a1r n 1 (equation 1)
Multiplying both sides of equation 1 by the common ratio r, we get

rSn ý a1r  a1r 2  a1r 3  ...  a1r n 1  a1r n (equation 2)
Subtracting equation 2 from equation 1, we get
Sn ý a1  a1r  a1r 2  ...  a1r n 1 equation 1

ø
 rS
ý a1r  a1r 2  ...  a1r n 1  a1r n ù equation 2
PY
n
__________________________________________
ý
Sn  rSn a1  a1r n
Factoring both sides of the resulting equation, we get
O
Sn ø1  r ùý a1 ø1  r n ù .
Dividing both sides by 1 r , where 1 r  0, we get

C
ýSn
ø
a1 1  r n ù , r  1.
1 r
D
Note that since an ý a1r n 1, if we multiply both sides by r we get

E
an ø r ù ý a1r n 1 ø r ù or an r ý a1r n .
EP
ý
Since Sn
a1 1  r n
ý 1 1 ,
a arnø ù
1 r 1 r
D
Then replacing a1r n by anr, we have

a1  an r
ý Sn , r  1.
1 r
What if r ý 1?
If r ý 1, then the formula above is not applicable. Instead,

Sn ý a1  a1 ø1ù  a1 ø1ù  ...  a1 ø1ù
2 n 1
ý a1  a1  a1  ...  a1 ý na
n 1.
n terms
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Example: What is the sum of the first 10 terms of 2  2  2  ...?
Solution: 2  2  2  2  2  2  2  2  2  2 ý 10 ø 2ù ý 20
What if r ý 1?
If r ý 1 and n is even, then
Sn ý a1  a1 ø 1ù  a1 ø 1ù  a1 ø 1ù  ...  a1 ø 1ù

2 3 n 1
PY
ý a1  a1  a1  a1  ...  a1  a1
ý ø a1  a1 ù  ø a1  a1 ù  ...  ø a1  a1 ù
ý0
O
However, if r ý 1 and n is odd, then
C
Sn ý a1  a1 ø 1ù  a1 ø 1ù  a1 ø 1ù  ...  a1 ø 1ù
2 3 n 1
ý a1  a1  a1  a1  ...  a1  a1  a1
ý ø a1  a1 ù  ø a1  a1 ù  ...  ø a1  a1 ù  a1
D
ý a1
E
ü a1 1  r n
ÿ
ø ù or
a1  an r
, if r  1
To summarize, Sn ý ý 1  r
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1 r
ÿna , if r ý 1
þ 1
In particular, if r ý 1, the sum Sn simplifies to

D
ü0 if n is even
Sn ý ý
þa1 if n is odd
Example 1: What is the sum of the first 10 terms of 2  2  2  2  ...?

Solution: Since r ý 1 and n is even, then the sum is 0.
Example 2: What is the sum of the first 11 terms of 2  2  2  2  ...?

Solution: Since r ý 1 and n is odd, then the sum is 2.
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Example 3: What is the sum of the first five terms of 3, 6, 12, 24, 48, 96,...?
Solution: Since a1 ý 3, r ý 2, and n ý 5, then the sum is
S5 ý
ø
3 1  25 ù ý 3 ø 31ù ý 93.
1 2 1
a1  an r
Alternative Solution: Using Sn ý , let a1 ý 3, a5 ý 48, and r ý 2. Then
1 r
3  ø 48 ùø 2 ù 3  96 93
S5 ý ý ý ý 93.
1 2 1 1
Part 2:
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Is it possible to get the sum of an infinite number of terms in a
geometric sequence?
1 1 1 1
Consider the infinite geometric sequence , , , , ...
O
2 4 8 16
If we use the formula Sn ý

ø
a1 1  r n ù , then
1 r
C
1 ù ö 1 ö ù 1 1 ö 1 ön
n
ú1  ú
2 ûú ÷ø 2 ÷ø ûú 2  2 ø÷ 2 ø÷ ù 1 1 ö 1 ön ù ö 1ö
n
D
Sn ý ý ý 2 ú  ÷ ÷ ú ý 1 ÷ ÷ .
1 1 úû 2 2 ø 2 ø ûú ø2ø
1
2 2
E
The first five values of Sn are shown in the table below.

EP
n 1 2 3 4 5
Sn 1 3 7 15 31
2 4 8 16 32
D
What happens to the value of Sn as n gets larger and larger?

Observe that Sn approaches 1 as n increases, and we say that S = 1.
To illustrate further that the sum of the given sequence is 1, let us

1 1 1 1
show the sum of the sequence     ... on a number line, adding
2 4 8 16
one term at a time:
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1 1 1 1
What does this tell us? Clearly,     ... ý 1.
2 4 8 16
We call the sum that we got as the sum to infinity. Note that the
1
common ratio in the sequence is , which is between –1 and 1. We will now
2
derive the formula for the sum to infinity when 1 ü r ü 1.
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Recall that Sn ý
ø
a1 1  r n
a1 ùý
arn
 1 . Suppose that  1 ü r ü 1. As
1 r 1 r 1 r
the number of terms becomes larger, that is, as n approaches infinity, then r n
O
arn
approaches 0, and 1 approaches 0. Thus, the sum of the terms of an
1 r
C
infinite geometric sequence a1, a1r , a1r 2,... , where 1 ü r ü 1, is given by the
formula
a1
D
Sý .
1 r
E
This formula is also known as the sum to infinity.

EP
1 1 1 1
Example 1: What is the sum to infinity of , , , ,...?
2 4 8 16
1
1 1
Solution: Since a1 ý and r ý , then S ý 2 ý 1.
1
D
2 2
1
2
1 1
Example 2: What is the sum to infinity of 3  1    ...?
3 9
1 3 9
Solution: Since a1 ý 3 and r ý  , then S ý ý .
3 ö 1ö 4
1 ÷  ÷
ø 3ø
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You have already learned how to find the sum of the terms of an
infinite geometric sequence, where r ü 1, that is, 1 ü r ü 1. What if r  1,
that is, r  1 or r  1? Let us find out by performing the next activity.
Part 3:
Consider the infinite geometric sequence 2, 4, 8, 16, 32, 64, ...

Complete the table below by finding the indicated partial sums. Answer the
questions that follow.
S1 S2 S3 S4 S5
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1. What is the common ratio of the given sequence?
O
C
2. What happens to the values of Sn as n increases?
3. Does the given infinite sequence have a finite sum?
D
Note that if r  1, the values of Sn are not guaranteed to approach a
E
finite number as n approaches infinity.

Consider the infinite geometric sequence 5, –25, 125, –625,…
EP
Complete the table below by finding the indicated partial sums. Answer the
questions that follow.
S1 S2 S3 S4 S5
D
1. What is the common ratio of the given sequence?

2. What happens to the values of Sn as n increases?
3. Does the given sequence have a finite sum?
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Note that if r  1, the values of Sn are not guaranteed to approach a

finite number.
The above activities indicate that whenever r  1, that is,

r  1 or r  1, the sum of the terms of an infinite geometric sequence does
not exist.
Did you learn many things about geometric sequences?
Activity 7:
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Determine whether each sequence is arithmetic, geometric, or neither. If the
sequence is arithmetic, give the common difference; if geometric, give the
common ratio.
1. 6, 18, 54, 162, ...
O
2. 4, 10, 16, 22, ...
C
3. 1, 1, 2, 3, 5, 8, ...
4. 625, 125, 25, 5, …
D
1 1 1 1
5. , , , , ...
2 4 6 8
6. 5, 8, 13, 21, 34, ...
E
7. –1296, 216, –36, 6, …

8. 8.2, 8, 7.8, 7.6, ...
EP
1 1 1 1
9.  ,  ,  ,  , ...
42 35 28 21
10. 11, 2,  7,  16, ...
D
The sequences in numbers 3, 5, 6, and 9 are neither arithmetic nor

geometric. The sequences in numbers 5 and 9 which are 1 , 1 , 1 , 1 , ... and
1 1 1 1 2 4 6 8
 ,  ,  ,  , ...
42 35 28 21 , respectively, are called harmonic sequences
while the sequences in numbers 3 and 6 which are 1, 1, 2, 3, 5, 8, ... and
5, 8, 13, 21, 34, ... , respectively, are parts of what we call a Fibonacci
sequence. These are other types of sequences.
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What is a harmonic sequence?
A harmonic sequence is a sequence such that the reciprocals of the

terms form an arithmetic sequence.
If we take the reciprocals of the terms of the harmonic sequence
1 1 1 1
, , , , ... then the sequence becomes 2, 4, 6, 8, ... which is an
2 4 6 8
1 1 1 1
arithmetic sequence. What is the next term in the sequence , , , ,..?
2 4 6 8
Example 1: Given the arithmetic sequence 20,  26,  32,  38, ... ,
PY
find the first 8 terms of the corresponding harmonic sequence.
Solution: Completing the 8 terms of the given sequence, we have

20,  26,  32,  38,  44,  50,  56,  62.
O
Therefore, the first 8 terms of the harmonic sequence are
1 1 1 1 1 1 1 1
 ,  ,  ,  ,  ,  ,  ,  .
20 26 32 38 44 50 56 62
C
1 3
Example 2: Given the arithmetic sequence , 1, , 2, ... ,
2 2
D
find the 10th term of the corresponding harmonic sequence.
E
Solution: Getting the 10th term of the given sequence which is 5, then the
1
10th term of the harmonic sequence is .
EP
What is a Fibonacci sequence?

D
A Fibonacci sequence is a sequence where its first two terms are

either both 1, or 0 and 1; and each term, thereafter, is obtained by adding the
two preceding terms.
What is the next term in the Fibonacci sequence 0, 1, 1, 2, 3, 5, ...?
Example: Given the Fibonacci sequence 5, 8, 13, 21, 34, ... ,

find the next 6 terms.
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Solution: Since each new term in a Fibonacci sequence can be obtained by

adding its two preceding terms, then the next 6 terms are 55, 89, 144, 233,
377, and 610.
You are now acquainted with four kinds of sequences: arithmetic,

geometric, harmonic, and Fibonacci.
series/07-geometric-sequences-01.html
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series/08-geometric-series-01.html
Learn more about geometric, http://www.mathisfun.com/algebra/sequences-
harmonic, and Fibonacci series-sums-geometric.html
sequences through the web. http://www.mathguide.com/lessons/SequenceG
O
You may open the following eometric.html
links: csexcelgroup.tripod.com
www.mathisfun.com/numbers/fibonacci-
C
sequence.html
E D
Your goal in this section is to apply the key concepts of geometric

sequences. Use the mathematical ideas and the examples presented in the
EP
preceding section to answer the activities provided.
Activity 8:
D
State whether the given sequence is arithmetic, geometric, harmonic, or part

of a Fibonacci. Then, give the next term of the sequence.
1. 8, 16, 24, 32, ...
1 1 1 1
2. , , , , ...
3 9 27 81
3. 1296, 216, 36, 6, ...
4. 8, 13, 21, 34, 55, ...
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3 5 3
5. , 1, , , ...
4 4 2
1 1 1 1
6. , , , , ...
24 20 16 12
7. 2 2, 5 2, 8 2, 11 2, ...
6 6 6 6
8. , , , , ...
11 17 23 29
PY
9. 6,  18, 54,  162, ...
8 8
10. 40, 8, , , ...
5 25
O
Was it easy for you to determine which sequence is arithmetic,
geometric, harmonic, or Fibonacci? Were you able to give the next term?
C
The next activity will assess your skill in using the nth term of a
geometric sequence. You may start the activity now.
D
Activity 9:
E
n 1
Use the nth term of a geometric sequence an ý a1r to answer the following
questions.
EP
3 3
1. What is the 5th term of the geometric sequence , , 15,... ?
20 2
2. Find the sixth term of a geometric sequence where the second term is
6 and the common ratio is 2.
D
3. Find k so that the terms k  3, k  1, and 4k  2 form a geometric

sequence.
4. In the geometric sequence 6, 12, 24, 48, ..., which term is 768?
3
5. The second term of a geometric sequence is and its fourth term is 3.
4
What is the first term?
The next activity is about finding the geometric means. Always
remember the nth term of a geometric sequence.
You may now proceed to Activity 10.
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Activity 10:
A. Find the indicated number of geometric means between each pair of

numbers.
1. 16 and 81 [3]
2. 256 and 1 [3]
3. –32 and 4 [2]
1 64
4. and [1]
3 3
5. 2xy and 16xy4
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[2]
B. The geometric mean between the first two terms in a geometric sequence
is 32. If the third term is 4, find the first term.
O
1
C. Insert a geometric mean between k and .
C k
D. If 2 and 3 are two geometric means between m and n, find the values of m
and n.
D
E. Three positive numbers form a geometric sequence. If the geometric
mean of the first two numbers is 6 and the geometric mean of the last two
E
numbers is 24, find the three numbers and their common ratio.
EP
Was knowing the nth term of a geometric sequence helpful in

finding geometric means?
The next activity is about finding the sum of the first n terms of a
D
geometric sequence. You may now proceed.
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Activity 11:
A. For each given geometric sequence, find the sum of the first:
1. 5 terms of 4, 12, 36, 108, ...

2. 6 terms of 3, –6, 12, –24, …
3. 6 terms of –3, 3, –3, 3, …
4. 7 terms of –3, 3, –3, 3, …
3 3 3 3
5. 8 terms of , , , , ...
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4 4 4 4
B. Find the sum to infinity of each geometric sequence, if it exists.
O
1. 64, 16, 4, 1, ...
1 1 1 1
2. , , , ,...
3 9 27 81
C
1 1
3. 4,  1,  ,  , ...
4 16
D
2 1
4. 24, 4, , , ...
3 9
E
5. 1, 2, 2, 2 2, ...
EP
C. Find the sum of the terms of a geometric sequence where the first term is
4, the last term is 324, and the common ratio is 3.
D
D. The sum to infinity of a geometric sequence is twice the first term. What is
the common ratio?
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Activity 12:
Do the following.
1. Create a concept web for geometric sequences.
2. Compare and contrast arithmetic and geometric sequences using a
PY
two-column chart.
3. Given the geometric sequence 1, 2, 4, 8, 16, 32, …., think of a simple

real-life situation which represents this sequence (group activity
through “Power of Four”).
O
4. Find the value of x so that x  2, 5x  1, x  11 will form a geometric
C
sequence. Justify your answer. Find the sum of the first 10 terms of the
given sequence.
5. Find the value of x if the geometric mean of 2x and 19x – 2 is 7x – 2.

D
6. The World Health Organization (WHO) reported that about 16 million
adolescent girls between 15 and 19 years of age give birth each year.
E
Knowing the adverse effects of adolescent childbearing on the health

of the mothers as well as their infants, a group of students from
EP
Magiting High School volunteered to help the government in its

campaign for the prevention of early pregnancy by giving lectures to 7
barangays about the WHO Guidelines on teenage pregnancy. The
group started in Barangay 1 and 4 girls attended the lecture. Girls from
other barangays heard about it, so 8 girls attended from Barangay 2,
D
16 from Barangay 3, and so on.
a. Make a table representing the number of adolescent girls who

attended the lecture from Barangay 1 to Barangay 7 assuming that
the number of attendees doubles at each barangay.
b. Analyze the data in the table and create a formula. Use the formula
to justify your data in the table.
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c. Because people who heard about the lecture given by the group
thought that it would be beneficial to them, five more different
barangays requested the group to do the lectures for them. If the
number of young girls who will listen to the lecture from these five
barangays will increase in the same manner as that of the first 7
barangays, determine the total number of girls who will benefit from
the lecture.
PY
Activity 13:
Do the following by group.
O
Imagine that you were one of the people in the Human Resource
group of a fast growing company in the Philippines. All of you were asked
C
by the management to create a salary scheme for a very important job
that the company would offer to the best IT graduates this year. The
management gave the salary range good for 2 years, telling everyone in
D
your group that whoever could give a salary scheme that would best
benefit both the employer and the would-be employees would be given
E
incentives.
1. Form groups of 5. In your respective groups, make use of all the
EP
concepts you learned on geometric sequences considering the starting

salary, the rate of increase, the time frame, etc. in making different
salary schemes and in deciding which one will be the best for both the
employer and the would-be employees.
D
2. Prepare a visual presentation of your chosen salary scheme with the

different data that were used, together with the formulas and all the
computations done. You may include one or two salary schemes that
you have prepared in your group for comparison.
3. In a simulated board meeting, show your visual presentation to your
classmates who will act as the company’s human resource
administrative officers.
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Rubric for the Chosen Salary Scheme and Visual Presentation
Score Descriptors
The salary scheme and visual presentation are completely
accurate and logically presented/designed including facts,
5 concepts, and computation involving geometric sequences.
The scheme is advantageous to both employer and
employees.
The salary scheme and visual presentation are generally
accurate and the presentation/design reflects understanding
4 of geometric sequences. Minor inaccuracies do not affect the
overall results. The scheme is advantageous to both
PY
employer and employees.
The salary scheme and visual presentation are generally
accurate but the presentation/design lacks application of
3
geometric sequences. The scheme is a little bit favorable to
O
the employer.
The salary scheme and visual presentation contain major
2 inaccuracies and significant errors in some parts. One
C
cannot figure out which scheme is advantageous.
1 There are no salary scheme and visual presentation made.
D
Rubric for Presentation

E
Score Descriptors
EP
Presentation is exceptionally clear, thorough, fully supported

5 with concepts and principles of geometric sequences, and
easy to follow.
Presentation is generally clear and reflective of students’
personalized ideas, and some accounts are supported by
D
4
mathematical principles and concepts of geometric
sequences.
Presentation is reflective of something learned; lacks clarity
3
and accounts have limited support.
Presentation is unclear and impossible to follow, is
2
superficial, and more descriptive than analytical.
1 No presentation.
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Summary/Synthesis/Generalization
This lesson was about geometric sequences and other types of sequences.
You learned to:
 distinguish between arithmetic and geometric sequences;

 recognize harmonic and Fibonacci sequences;
 describe a geometric sequence, and find its nth term;
PY
 determine the geometric means between two terms;
 find the sum of the terms of a geometric sequence; and
 solve real-life problems involving geometric sequences.
O
C
E D
EP
D
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GLOSSARY OF TERMS
Arithmetic Means – terms m1, m2, ..., mk between two numbers a and b
such that a, m1, m2, ..., mk , b is an arithmetic sequence
Arithmetic Sequence – a sequence where each term after the first is

obtained by adding the same constant
Common Difference – a constant added to each term of an arithmetic

sequence to obtain the next term of the sequence
PY
Common Ratio – a constant multiplied to each term of a geometric sequence
to obtain the next term of the sequence
Fibonacci Sequence – a sequence where its first two terms are either both
O
1, or 0 and 1; and each term, thereafter, is obtained by adding the two
preceding terms. C
Finite Sequence – a function whose domain is the finite set 1, 2, 3, ..., n
Geometric Means – terms m1, m2, ..., mk between two numbers a and b
D
such that a, m1, m2, ..., mk , b is a geometric sequence.

E
Geometric Sequence – a sequence where each term after the first is

obtained by multiplying the preceding term by the same constant
EP
Harmonic Sequence – a sequence such that the reciprocals of the terms

form an arithmetic sequence
D
Infinite Sequence – a function whose domain is the infinite set {1, 2, 3, …}
Sequence (of real numbers) – a function whose domain is the finite set
{1, 2, 3, …, n} or the infinite set {1, 2, 3, …}
Term - any number in a sequence
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REFERENCES AND WEBSITE LINKS USED IN THIS MODULE:

References:
Coronel, Iluminada C. et al. Intermediate Algebra. Bookmark, 2003
De Sagun, Priscila C. Dynamic Math III. Diwa Scholastic Press, Inc., 1999
Hall, Bettye C. and Fabricant, Mona. Algebra 2 with Trigonometry. Prentice
Hall, New Jersey, 1993
Insigne, Ligaya G. et al. Intermediate Algebra. Bookman Inc., 2003
Larson, Roland E. and Hostetler, Robert P. Precalculus, 3rd edition.
D.C. Heath and Company, 1993
PY
Leithold, Louis. College Algebra and Trigonometry. Addison-Wesley
Publishing Company, Inc., 1989
Oronce, Orlando A. and Mendoza, Marilyn O. Exploring Mathematics II. Rex
Bookstore, Inc., 2003
O
Swokowski, Earl W. and Cole, Jeffery A. Algebra and Trigonometry with
Analytic Geometry, 10th edition. Brooks/Cole, 2002 C
Teaching Mathematics III Volume 2. Philippines-Australia Science and
Mathematics Project, 1992
Vance, Elbridge P. Modern College Algebra, 3rd edition. Addison-Wesley
Publishing Co. Inc., 1975
D
Website Links as References and as Sources of Learning Activities:

E
http://regentsprep.org
EP
http://teacherweb.com/tweb
www.doe.virginia.gov
http://www.who.int/topics/en/
D
http://coolmath.com/algebra/19-sequences-series/05-arithmetic-sequences-
01.html
http://www.mathisfun.com/algebra/sequences-series.html
http://www.mathguide.com/lessons/SequenceArithmetic.html#identify
http://coolmath.com/algebra/19-sequences-series/07-geometric-sequences-
01.html
http://coolmath.com/algebra/19-sequences-series/08-geometric-series-01.html
http://www.mathisfun.com/algebra/sequences-series-sums-geometric.html
http://www.mathguide.com/lessons/SequenceGeometric.html
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I. INTRODUCTION
In Grade 9, you learned about quadratic equations. This module on

polynomial equations will extend what you learned in Grade 9.
PY
O
C
E D
EP
D
Some real-life situations require the application of polynomials.

For example, engineers can use polynomials to create building plans and
entrepreneurs can use polynomials to design cost-effective products.
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By the end of this module, you are expected to be able to solve

polynomial equations. Before that, you need to learn first the basic
concepts related to polynomial equations.
II. LESSONS AND COVERAGE

In this module, the following lessons will be discussed:
Lesson 1 – Division of Polynomials

Lesson 2 – The Remainder Theorem and the Factor Theorem
Lesson 3 – Polynomial Equations
PY
In these lessons, you will learn to:
÷ perform long division and synthetic division on
Lesson 1
polynomials
O
÷ prove the Remainder Theorem and the Factor Theorem
Lesson 2
÷ factor polynomials C
÷ illustrate polynomial equations
÷ prove the Rational Roots Theorem
Lesson 3 ÷ solve polynomial equations
÷
D
solve problems involving polynomials and polynomial
equations
E
EP
Polynomials and Polynomial Equations

D
Long Division of Synthetic

Division Polynomials Division
Remainder Theorem Remainder Theorem
Rational Root Polynomial Factoring

Theorem Equations Polynomials
Problems Involving Polynomials and Polynomial Equations
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III. PRE-ASSESSMENT
Part I
Let us find out first what you already know about the content of this
module. Try to answer all items. Take note of the items/questions that you
were not able to answer correctly and revisit them as you go through this
module for self-correction.
1. Which of the following is a polynomial?
i. 4x3 + 9x – 5x2 + 7
PY
ii. 2x-5 + x-2 + x-3 + 2x + 5
1
iii.
x  3x  6
2
A. i only C. i and ii
B. ii only D. i and iii
2. The following are examples of polynomials, EXCEPT
O
A. x2 – 4x + 5
-3 -2
B. 4x + 8x + 10x – 7
C
C. 3x4 – 5x3 + 2x – 1
D. x3 – y3
3. The leading coefficient of the polynomial 5x10 + 4x12 + 4x6 + x4 – x is

D
A. 4 C. 10
B. 5 D. 12
E
4. What is the quotient when x2 – 25 is divided by x – 5?

A. x – 5 C. x + 5
EP
B. x – 25 D. x + 25
For items 5 to 8, use the illustration on long division that follows:

Divide (5x2 + 14x – 24) by (x + 4).
D
5x  6
x  4 5 x 2  14 x  24
2nd line 5x 2  20 x
 6 x  24
6 x  24
0
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5. What is the remainder?

A. 5x – 6 C. – 6
B. x + 4 D. 0
6. Which is the divisor?

A. x + 4 C. 5x2 + 14x – 24
B. 5x – 6 D. 0
7. Which is the quotient?

A. x + 4 C. 5x2 + 14x – 24
B. 5x – 6 D. 0
PY
8. What is the process used to obtain the 2nd line?
A. Subtracting 5x from (x + 4) C. Adding 5x to (x + 4)
B. Dividing 5x by (x + 4) D. Multiplying 5x by (x + 4)
O
9. Which expression gives the remainder when P(x) = 4x2 + 2x – 5 is
divided by x – 2?
A. P(–5) C. P(2)
C
ö5ö
B. P(–2) D. P÷ ÷
ø4ø
D
10. Find the remainder when (x9 + 2x8 + 3x7 +…+ 9x) is divided by (x – 1).
E
A. 45 C. 180
B. 90 D. 360
EP
11. What is the remainder when (5x100 + 5) is divided by (x – 1)?

A. 5 C. –5
B.10 D. –10
D
12. The remainder after dividing (–10x3 + 5x2 + K) by (x + 1) is 4. Which of

the following is the value of K?
A. 9 C. –19
B. 19 D. –11
13. Which of the following polynomials is exactly divisible by (3x + 1)?

A. 6x2 + 17x + 5 C. 3x3 + 4x2 – 8x – 3
B. 9x2 + 6x + 1 D. all of the above
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14. Which of the following is the factored form of x3 + 3x2 – 10x – 24?
A. (x + 4)(x – 3)(x + 2) C. (x – 4)(x – 3)(x + 2)
B. (x – 4)(x – 3)(x – 2) D. (x + 4)(x + 3)(x – 2)
15. Which polynomial gives a quotient of (3x2 + 2x + 4) and a remainder of

19 when divided by (2x – 3)?
A. 6x3 – 5x2 + 2x C. 6x3 – 5x2 + 2x + 7
B. 6x3 – 5x2 + 4x + 7 D. 6x3 + 5x2 + 2x + 7
16. What is the quotient when (2x4 + 4x3 – 5x2 + 2x – 3) is divided by

(2x2 + 1)?
PY
A. x2 + 2x – 3 C. x2 – 2x – 3
B. x2 – 2x + 3 D. x2 + 2x + 3
17. Find the value of k so that (x + 2) is a factor of 3x3 + kx2 + 5x – 27.
O
61
A. 4 C.
4
4
B.
61
D. 61
C
18. Find k so that (x – 2) is a factor of x3 + kx – 4.
D
A. –3 C. –1
B. –2 D. 0
E
19. Factor 8x3 – 729 completely.

EP
A. (2x – 9)(4x2 – 18x + 81) C. (2x + 9)( 4x2 + 18x + 81)

B. (2x + 9)(4x2 – 18x + 81) D. (2x – 9)( 4x2 + 18x + 81)
20. Factor P(x) = x4 + x3 + x2 + x.

A. x(x + 1)(x2 + 1) C. x(x – 1)(x2 + 1)
D
B. x(1)(x2 + 1) D. x(–1)(x2 + 1)
21. Below is the solution when P(x) = (x3 + 6x2 + 2x – 12) is divided by
(x + 2).
–2 1 6 2 –12
–2 –8 12
1 4 –6 0
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Express the third row as a polynomial in x.

A. x2 – 4x – 6 C. x2 + 4x + 6
B. x2 – 4x + 6 D. x2 + 4x – 6
22. If (7x4 – 5x5 – 7x3 + 2x – 3) is divided by (x + 3) using synthetic division,

the numbers in the first row would be
A. –5 7 –7 0 2 –3 C. 1 7 –7 0 2 –3
B. –7 –7 –5 0 2 –3 D. –3 7 –7 0 2 –5
23. Given P(x) = 2x3 + 3x2 – 5x – 12. What is the value of P(3)?
A. 56 C. 54
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B. 55 D. 53
24. Gabriel used synthetic division to find the quotient if

(5x2 – 16x + 4x3 – 3) is divided by (x – 2). He obtained –19 as
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remainder. His solution is shown below.
2 5 –16 4 –3
10
C –12 –16
5 –6 –8 –19
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What is the error?
i. The sign of the divisor was not changed.
E
ii. The terms of the polynomial were not arranged according

to decreasing powers of x.
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iii. The sum entries in the third row are incorrect.

iv. The numerical coefficients of the first row were not
properly written.
D
A. i only C. ii and iv only

B. ii only D. i and iii only
25. Genber will evaluate an 8th degree polynomial in x at x = 10 using the

Remainder Theorem and synthetic division. How many coefficients of x
will be written in the first row of the synthetic division procedure?
A. 8 C. 10
B. 9 D. 11
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26. Which of the following is NOT a root of

x(x + 3)(x + 3)(x – 1)(2x + 1) = 0?
i. 0 iii. –1
1
ii. –3 iv.
2
A. i only C. i and ii only
B. ii only D. iii and iv only
27. Find a cubic polynomial equation with roots –2, 2, and 4.

A. x3 + 4x2 – 4x + 16 = 0 C. 10x3 – x2 – x + 16 = 0
B. x3 – 4x2 – x + 16 = 0 D. x3– 4x2 – 4x + 16 = 0
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28. How many positive real roots does x4 – x3 – 11x2 + 9x + 18 = 0 have?
A. 0 C. 2
B. 1 D. 3
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29. One of the roots of the polynomial equation 2x3 + 9x2 – 33x + 14 = 0
is 2. Find the other roots.
1 1
C
A. and 7 C. and –7
2 2
1 1
D
B. – and 7 D. – and –7
2 2
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30. If P(– 2) = 0, which of the following statements is true about P(x)?

A. x + 2 is a factor of P(x) C. P(x) = 0, has two negative roots
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B. 2 is root of P(x) = 0 D. P(0) = – 2
Part II
D
Read and analyze the situation below. Then, answer the questions or perform
the tasks that follow.
Your City Government Projects Office provides guidance and

training for local governments, including municipalities or regional
mobility authorities in the development of transportation projects. One of
its current projects involves the construction of recreational facilities for
the city’s residents.
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Suppose you were one of the engineers of the said project and your
job was to renovate/improve the walkway, patio, and driveway. After your
ocular inspection, you noticed that a rectangular floor measuring (10 m
by 14 m) needed to be fixed. Likewise, your plan is to put brick paves to
ensure that the walkway is strong and durable.
Consider the following:
1. Each piece of brick pave is a square with an edge of 50 cm. How many
pieces of brick paves will be needed to cover the rectangular floor that
needs fixing?
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2. If one bag of adhesive cement for brick paves can cover 10 sq. m, how
many bags of adhesive cement will be needed?
3. Make a model to illustrate the situation with appropriate mathematical
solutions.
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Rubric for Rating the Output C
Score Descriptors
The problem is properly modelled with appropriate
4 mathematical concepts used in the solution and a
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correct final answer is obtained.
E
The problem is properly modelled with appropriate

3 mathematical concepts partially used in the solution
and a correct final answer is obtained.
EP
The problem is not properly modelled, other

2 alternative mathematical concepts are used in the
solution, and the correct final answer is obtained.
D
The problem is not properly modelled by the solution

1
presented and the final answer is incorrect.
IV. LEARNING GOALS AND TARGETS

After going through this module, you should be able to demonstrate
understanding of key concepts of polynomials and polynomial equations and
formulate and solve problems involving these concepts through appropriate
and accurate representations.
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In this lesson, you will recall operations on polynomials with

emphasis on division.
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Activity 1:
Look at each pair of expressions below. Identify the expression that is not a
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polynomial from each. Give reasons for your answers.
A B
C 2
1. 2x + 1 1
x
2. x-3 + 2x2 – 7 x3 + 2x2 – 7
D
3. 2 x x 2
1
E
4. 2x 3  3x  x  4
2
2x 3  3x 2  x  4
( x  5)(9x  1) 2
5. (x + 5)(9x + 1)2(x – 4)
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( x  4)
Did this activity help you recall what a polynomial expression is?
A polynomial expression P(x) is an expression of the form

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anxn + an – 1xn – 1 + an – 2xn – 2 + … + a1x + a0, an ù 0
where the nonnegative integer n is called the degree of the polynomial and
coefficients a0, a1, …, an are real numbers.
The terms of a polynomial may be written in any order. However, we

often follow the convention of writing the terms in decreasing powers of the
variable x. In this case, the polynomial expression is said to be in standard
form.
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Activity 2:
Divide the following and write an equivalent equation by following the given
example.
4
Example: 19 ÷ 5 = 3 + û 19 = 3(5) + 4
5
1. 29 ÷ 5 = __________ û __________
2. 34 ÷ 7 = __________ û __________
û
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3. 145 ÷ 11 = __________ __________
4. 122 ÷ 7 = __________ û __________
5. 219 ÷ 15 = __________ û __________
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The procedure above can be applied when dividing polynomials.
You can see this in the discussion below. C
Let us divide (2x2 + 5x – 23) by (x + 5).
2x – 5 ü
D
Quotient
Divisor þ x + 5 2x 2  5x  23 ü Dividend
E
2x2 + 10x
–5x – 23
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–5x – 25
2 ü Re mainder
D
You can write the result as follows.
Dividend Quotient Remainder

↓ Dividend Divisor
2x  5x  23
2
2
 2x  5  or 2x2 + 5x – 23 = (2x – 5)(x + 5) + 2
x 5 x 5
ý
Divisor Quotient Remainder
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In general, if P(x) and D(x) are polynomials with D(x) ≠ 0, we can write
P( x ) R( x )
 Q( x )  or P(x) = Q(x)•D(x) + R(x), where R(x) is either 0 or its
D( x ) D( x )
degree is less than the degree of D(x). If R(x) = 0, then we say that D(x) is a
factor of P(x).
Dividing Polynomials
As previously shown, the procedure for dividing a polynomial by

another polynomial is similar to the procedure used when dividing whole
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numbers. Another example is shown below.
Example: (10x2 + 2x4 + 8 + 7x3) ÷ (2x2 + x – 1)
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Solution:
First, write the dividend in standard form and insert zeros as
coefficients of any missing term to obtain 2x4 + 7x3 + 10x2 + 0x + 8. Both
C
dividend and divisor should be in standard form. The long division method is
shown below.
D
x2 + 3x + 4 ü Quotient
E
Divisor þ 2x2 + x – 1 2x 4  7 x 3  10x 2  0x  8 ü Dividend

2x4 + x3 – x2 Subtract
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6x3 + 11x2 + 0x
6x3 + 3x2 – 3x Subtract
8x2 + 3x + 8
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8x2 + 4x – 4 Subtract
–x + 12 ü Re mainder
2x 4  7 x 3  10 x 2  8  x  12
Hence, 2
 x 2  3x  4  2 .
2x  x  1 2x  x  1
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Activity 3:
Perform the indicated division and write your answers in the form
P( x ) R( x )
 Q( x )  as shown in the following example;
D( x ) D( x )
x4  x2  5 645
( x 4  x 2  5) ø ( x  5)   x 3  5 x 2  26 x  130 
x 5 x 5
1. (5x 2 – 17x – 15) ÷ (x – 4)

2. (6x3 – 16x2 + 17x – 6) ÷ (3x – 2)
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3. (2x4 + x3 – 19x2 + 18x + 5) ÷ (2x – 5)
4. (4x5 + 6x4 + 5x2 – x – 10) ÷ (2x2 + 3)
5. (4x5 – 25x4 + 40x3 + 3x2 – 18x) ÷ (x2 – 6x + 9)
How did you find the activity? What can you say about the procedure?
O
C
There is a shorter procedure when a polynomial is to be divided by a
binomial of the form (x – r). This method is called synthetic division. In this
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procedure, we write only the coefficients.
The steps outlined below illustrate synthetic division. The procedure

E
involves writing numbers in three rows.

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Example 1. Use synthetic division to divide P(x) = (3x3 + 4x2 + 8) by ( x  2) .
Step 1: Arrange the coefficients

of P(x) in descending powers of 3 4 0 8
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x, placing 0s for the missing

terms. The leading coefficient of
P(x) becomes the first entry of 3
the third row.
–2 3 4 0 8
Step 2: Place the value of r in the
upper left corner. In this example,
x – r = x + 2 = x – (–2), so r = –2. 3
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Step 3: The first number in the

second row (–6) is the product of
r (–2) and the number in the third –2 3 4 0 8
row (3) of the preceding column. –6
The second number in the third 3 –2
row (–2) is the sum of the two
numbers (4 and –6) above it.
Step 4: Repeat the procedure –2 3 4 0 8
described in Step 3 until the last –6 4 –8
number in the third row is
3 –2 4 0
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obtained.
Step 5: Write the quotient Q(x).

Note that the degree of Q(x) is
one less than the degree of
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P(x).The entries in the third row Q(x) = 3x2 – 2x + 4, R=0
give the coefficients of Q(x) and
the remainder R.
C
A concise form of Steps 1 to 5 is shown below:
D
Divisor (x + 2) Dividend (3x3 + 4x2 + 8)
E
–2 3 4 0 8
EP
–6 4 –8
3 –2 4 0 Remainder: 0
Quotient: 3x2 – 2x + 4
D
Example 2. Use synthetic division to find the quotient of

(x4 + 8x2 – 5x3 – 2 + 15x) ÷ (x – 3)
Solution:
By inspection, the dividend is not in standard form, so there is a need
to rearrange the terms of the polynomial,
Thus, x4 + 8x2 – 5x3 – 2 + 15x = x4 – 5x3 + 8x2 + 15x – 2.
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Then, write the coefficients of the polynomial in the first row. Follow the steps
described in Example 1.
3 1 –5 8 15 –2
3 –6 6 63
1 –2 2 21 61
Therefore, the quotient is ( x3 – 2x2 + 2x + 21) and the remainder is 61.

Example 3. Use synthetic division to find the quotient of
(6x5 – x4 – 32x3 – 20x2 + 5x + 8) ÷ (2x – 3).
Solution:
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Observe that the divisor is not of the form (x – r). However, note that
ö 3ö
2x – 3 = 2 ÷ x  ÷ . Therefore, the problem can be restated as follows:
ø 2ø
ö 3ö
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(6x5 – x4 – 32x3 – 20x2 + 5x + 8) ÷ 2 ÷ x  ÷
ø 2ø C
Thus, we first use synthetic division to divide
ö 3ö
(6x5 – x4 – 32x3 – 20x2 + 5x + 8) by ÷ x  ÷ , and then divide the result by 2 to
ø 2ø
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get the final answer.
3 6 –1 –32 –20 5 8
E
2 9 12 –30 –75 –105

6 8 –20 –50 –70 –97
EP
 97
Now, let us divide the result 6x4 + 8x3 – 20x2 – 50x – 70 + 3 by 2.
x
2
 97
D
To get the final answer, 3x4 + 4x3 – 10x2 – 25x – 35 + .

2x  3
Now that you have learned about the division of polynomials, you
may try the activities in the next section.
http://www.mathsisfun.com/algebra/polynomials-
division-long.html
The following websites
http://www.youtube.com/watch?v=qd-T-dTtnX4
provide more information http://www.purplemath.com/modules/polydiv2.htm
about polynomial division.
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Your goal in this section is to apply the key concepts of dividing

polynomials. Use mathematical ideas and examples presented in
answering the succeeding activities.
Activity 4:
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Identify the divisor, dividend, and quotient in each item below. Write your
answers in your notebook.
1.
1 5 0 3 –8
O
5 5 8
5 5 8 0
Answer: Divisor Dividend Quotient
2.
C
–2 1 5 2 7 30
–2 –6 8 –30
D
1 3 –4 15 0
E
3.
3 2 0 0 –54
EP
6 18 54
2 6 18 0

D
4.
–4 -3 1 0 –208
12 –52 208
-3 13 –52 0
5.
5 2 1 –7 –240
10 55 240
2 11 48 0
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This activity helped you identify the quotient in a synthetic division

procedure. In the next activity, you will match a division problem with a
corresponding solution.
Activity 5:
Match Column I with the appropriate synthetic division in Column II. Write
the letter of the correct answer.
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Column I Column II
1. (2x + x3 + 7x2 – 40) ÷ (x – 2) A. –2 1 6 2 44

–2 –8 12
–6
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1 4 56
2. (6x2 + x3 + 2x +44) ÷ (x + 2) B. 5
C 2 2 –5 –13 –15
–5 25 –30
2 –10 12 –45
D
3. ( x3 + 35 + 9x2 +13x) ÷ (x – 5) C. –5 4 21 26 320
–20 –5
E
-105
4 1 21 215
EP
4. (4x3 + 26x +320 +21x2) ÷ (x + 5) D. 5 1 9 13 35

5 70 415
1 14 83 450
D
5. (–13x + 2x3 – 5x2 – 15) ÷ (2x + 5) E. 2 1 7 2 –40

2 18 40
1 9 20 0
In the next activity, you will perform synthetic division on your own.
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Activity 6:
Use synthetic division to find the quotient and remainder in each of the
following. Write your complete solutions on a separate sheet of paper.
1. (3x3 + x2 – 22x – 25) ø (x – 2) Quotient:_______________

Remainder:_____________
2. (x3 + 4x2 – x – 25) ø (x + 5) Quotient:_______________

Remainder:_____________
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3. (6x3 – 5x2 + 4x – 1) ø (3x – 1) Quotient:_______________
Remainder:_____________
4. (2x4– 9x3 + 9x2 + 5x – 1) ø (2x + 1) Quotient:_______________
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Remainder:_____________
5. (2x4 + 5x3 + 3x2 + 8x + 12) ø (2x + 3) Quotient:_______________

C Remainder:_____________
Can you now perform synthetic division? In the next activity, not all
D
tasks can be solved easily by synthetic division. Make sure you use long
division when necessary.
E
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Activity 7:
Find the quotient and the remainder by using synthetic division. Write your
complete solution on a separate sheet of paper.
D
1. (x2 + 3x + 10) ø (x + 2) Quotient: ________________

Remainder: ______________
2. (10x3 + 5x2 + 75x – 40) ø (2x + 1) Quotient: ________________

Remainder: ______________
3. (12x3 + 10x2 + 5x + 1) ø (3x + 1) Quotient: ________________

Remainder: ______________
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4. (3x4 – x3 + x – 2) ø (3x2 + x + 1) Quotient:_______________

Remainder:_____________
5. (4x5 – 25x4 + 40x3 + 5x2 – 30x – 18) ø (x2 – 6x + 9)

Quotient:_______________
Remainder:_____________
Activity 8:
Solve the following problems. Show your complete solutions.
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1. The total cost of (3a – 2b) units of cell phone is (6a2 + 5ab – 6b2)
pesos. What expression represents the cost of one cell phone?
2. If one ream of bond paper costs (3x – 4) pesos, how many reams can
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you buy for (6x4 – 17x3 + 24x2 – 34x + 24) pesos?
3. If a car covers (15x2 + 7x – 2) km in (3x + 2) hours, what is the average

C
speed in km/hr?
4. The volume of a rectangular solid is (x3 + 3x2 + 2x – 5) cubic cm, and

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its height is (x + 1) cm. What is the area of its base?
E
5. The area of a parallelogram is (2x2 + 11x – 9) square units. If the

length is given by (2x – 3) units, what expression represents its width?
EP
6. If a car moving at a constant rate travels (2x3 – x2 – 4x + 3) km in

(x2 – 2x + 1) hours, what is the rate of the car in km per hour?
D
7. A tailor earns (12y2 + y – 35) pesos for working (3y – 5) hours.

How much does he earn per hour?
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Your goal in this section is to take a closer look at some of the

ideas in this lesson. The activities will help you assess your
understanding of division of polynomials.
Activity 9:
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Answer each of the following completely.
r
1. If r = 2x3 + 4x2 – x – 6 and s = x – 2. What is ?
s
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2. Find the quotient when (x3 – 6x2 + 2x + 8) is divided by (x – 3).
3. What must be multiplied to (x2 + 2x + 1) to get (x4 + x3 + x2 + 3x + 2)?

C
4. If a square has a perimeter of (2x – 48) meters, what expression
represents its area?
D
5. Suppose the area of a rectangle is (6x2 –7x + 14) square units. If its
E
width is (2x – 5) units, what expression represents its length? How

about its perimeter?
EP
After performing each activity, are you now confident about your
knowledge of division of polynomials? Try to express your insights
through the following activity.
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The next section will help you use division of polynomial to solve
some real-world problems.
Activity 10:
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Solve the following problems. Show your complete solutions.
1. Mr. Aquino wants to paint the ceiling of a room that has a length of
(c2 + 2cd + d2) meters and a width of (c + d) meters. If one can of paint
will cover (c + d) 2 square meter, what is the minimum number of cans
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of paint needed? Express your answer as a polynomial.
C
2. The side of a square lot is (5x – 3) meters. How many meters of
fencing materials are needed to enclose the square lot? If one square
meter of the lot costs Php15,000, what is the cost of the square lot?
D
3. A rectangular garden in a backyard has an area of (3x2 + 5x – 6)
square meters. Its width is (x + 2) meters.
E
a. Find the length of the garden.

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b. You decided to partition the garden into two or more smaller

congruent gardens. Design a possible model and include
mathematical concepts in your design.
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Rubric for the Performance Task
Outstanding Satisfactory Developing Beginning

CRITERIA Rating
4 3 2 1
The The The The
computations computations computations computations
are accurate. A are accurate. are erroneous are erroneous
wise use of key Use of key and show some and do not
Accuracy
concepts of concepts of use of key show some use
division of division of concepts of of key concepts
polynomials is polynomials is division of of division of
evident. evident. polynomials. polynomials.
The model is The model is The model is The model is
well fixed and in firm and less firm and not firm and has
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Stability
place. stationary. show slight the tendency to
movement. collapse.
The design is The design is The design The design
comprehensive presentable and makes use of does not use
and displays the makes use of the algebraic algebraic
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aesthetic the concepts of representations representation
Creativity
aspects of the algebraic but not and not
mathematical representations. presentable. presentable.
concepts
learned.
C
The explanation The explanation The explanation The explanation
is clear, is clear and is is incomplete
exhaustive or coherent. It understandable and inconsistent
D
thorough, and covers the but not logical. It with little
coherent. It important presents only evidence of
Mathematical includes concepts. It some evidences mathematical
E
Reasoning interesting facts uses effective of mathematical reasoning.

and principles. It mathematical reasoning.
uses complex reasoning.
EP
and refined
mathematical
reasoning.
Overall Rating
Source: D.O. #73, s. 2012

D
This lesson was about polynomial division. You learned to:

÷ divide polynomials using long division;
÷ determine when synthetic division is appropriate;
÷ divide polynomials using synthetic division; and
÷ express the result of division in terms of the quotient and remainder.
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In this lesson, you will learn a new method of finding the remainder
when a polynomial is divided by x – r. You will also learn a method of
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determining whether or not x – r is a factor of a given polynomial. Before
that, you first need to recall your lessons on evaluating polynomials.
Activity 1:
Evaluate the polynomial at the given values of x. Next, determine the letter
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C
that matches your answer. When you are done, you will be able to decode the
message.
A. P(x) = x3 + x2 + x + 3
D
x –2 –1 0 1 2
P(x)
E
message
B. P(x) = x4 – 4x3 – 7x2 + 22x + 18
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x –2 –1 0 1 5
P(x)
message
A. 17 C. –3 E. 5 I. 18
D
M. 3 N. 78 O. 2 O. 30
P. 6 R. 0 S. –6 T. 23
1. How did you find the value of a polynomial expression P(x) at a

given value of x?
2. What message did you obtain?
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Did the activity help you recall how to evaluate a polynomial at the
given value? The next activity is a little more challenging.
Activity 2:
Fill the empty boxes with any of the following terms 3x2, 7x, 5x, 3x, 10, and 8
to satisfy the answer at the end with the given value of x at the beginning.
Use each term only once. Use the values at the top to complete the
polynomial vertically and the value on the left to complete the polynomial
horizontally.
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If x = –1 If x = –2 If x = 0
If x = 1 5x3 – 2x2 + = 10
– +
O –
C
If x = 0 2x2 – + = 10
–
D
+ +
– + =
E
If x = - 3 10
= = =
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–10 –10 –10

D
1. How did you find the value of a polynomial with the given value
of x?
2. What mathematical ideas and skills or strategies did you apply in
solving the puzzle game? Why?
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Activity 3:
Directions: Fill in the blanks with words and symbols that will best complete
the statements given below.
Suppose that the polynomial P(x) is divided by (x – r), as follows:
P (x ) R
 Q (x ) 
x r x r
If P(x) is of degree n, then Q(x) is of degree _____. The remainder R is a
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constant because ____________________.
Now supply the reasons for each statement in the following table.
O
STATEMENT REASON
.
1. P(x) = (x – r) Q(x) + R C
.
2. P(r) = (r – r) Q(r) + R
.
3. P(r) = (0) Q(r) + R
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4. P(r) = R
The previous activity shows the proof of the Remainder Theorem:

E
The Remainder Theorem

EP
If the polynomial P(x) is divided by (x – r), the remainder R is a

constant and is equal to P(r).
R = P(r)
D
Thus, there are two ways to find the remainder when P(x) is divided by
(x – r), that is:
(1) use synthetic division, or

(2) calculate P(r).
Similarly, there are two ways to find the value of P(r):
(1) substitute r in the polynomial expression P(x), or

(2) use synthetic division.
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Example 1. Find the remainder when (5x2 – 2x + 1) is divided by (x + 2).
Solution:
a. Using the Remainder Theorem:

P(x) = 5x2 – 2x + 1, r = –2
P(–2) = 5(–2)2 – 2(–2) + 1
P(–2) = 5(4) + 4 + 1
P(–2) = 20 + 4 + 1 = 25
Therefore, the remainder when P(x) = 5x2 – 2x + 1 is divided by x + 2
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is 25.
b. Using synthetic division:

–2 5 –2 1
O
–10 24
5 –12 25
C
Thus, the remainder is 25.
D
Example 2. Find the remainder when P(x) = 2x4 + 5x3 + 2x2 – 7x – 15 is
divided by (2x – 3).
E
Solution:
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a. Using the Remainder Theorem:

3
Write 2x – 3 as 2 ö÷ x  ö÷ . Here, r = .
3
ø 2ø 2
4 3 2
P(x) = 2x + 5x + 2x – 7x – 15
D
4 3 2
ö3ö ö3ö ö3ö ö3ö ö3ö
P÷ ÷ = 2÷ ÷ + 5÷ ÷ + 2÷ ÷ –7 ÷ ÷ –15
ø2ø ø2ø ø2ø ø2ø ø2ø
ö3ö
P÷ ÷ = 6
ø2ø
2 x 4  5 x 3  2 x 2  7 x  15 6
Thus,  2x3 + 8x2 + 14x + 14 + .
3 3
x x
2 2
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If we divide both sides of the equation by 2, we obtain

2x 4  5x 3  2x 2  7x  15 6
 x 3  4x 2  7x  7  , so the
2x  3 2x  3
remainder is also 6.
b. Using synthetic division:

3 2 5 2 –7 –15
2 3 12 21 21
2 8 14 14 6
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Therefore, the remainder is 6.
Sometimes, the remainder when P(x) is divided by (x – r) is 0. This

means that x – r is a factor of P(x). Equivalently, P(r) = 0. This idea is
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illustrated by the Factor Theorem.
The Factor Theorem

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The polynomial P(x) has x – r as a factor if and only if P(r) = 0.
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Proof: There are two parts of the proof of the Factor Theorem, namely:
Given a polynomial P(x),
1. If (x – r) is a factor of P(x), then P(r) = 0.
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2. If P(r) = 0, then (x – r) is a factor of P(x).

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Activity 4:
The proof is a consequence of the Remainder Theorem. Fill in the blanks to

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complete the statement. Write your answers in your notebook.
1. x – r is a factor of P(x) if and only if the remainder R of P(x) ø (x – r)

is _______.
2. By the Remainder Theorem, R = 0 if and only if ____________.
3. Thus, (x – r) is a factor of P(x) if and only if ____________.
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Let us see how the Factor Theorem is used in the following examples.
Example 1. Show that (x – 1) is a factor of 3x3 – 8x2 + 3x + 2.

Solution:
Using the Factor Theorem, we have:
P(1) = 3(1)3 – 8(1)2 +3(1) + 2
=3–8+3+2
=0
Since P(1) = 0, then x – 1 is a factor of 3x3 – 8x2 + 3x + 2.
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Example 2. Find the value of k for which the binomial (x + 4) is a factor of
x4 + kx3 – 4x2.
Solution:
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If (x + 4) is a factor of P(x) = x4 + kx3 – 4x2, we know from the Factor
Theorem that P(–4) = 0.
P(–4) = (–4)4 + k(–4)3 – 4(–4)2 = 0
256 – 64k – 64 = 0
C
64k 192

64 64
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k=3
To check whether the answer is correct or not, use synthetic division to
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divide P(x) = x4 + 3x3 – 4x2 by x + 4.

1 3 –4 0 0
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–4 –4 4 0 0
1 –1 0 0 0
This shows that the remainder when P(x) is divided by x + 4 is 0.

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Now that you have learned about the Remainder Theorem and the
Factor Theorem for polynomials, you may try the activities in the next
section.
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Practice your skills through the activities in this section.
Activity 5:
Use the Remainder Theorem to find the remainder when the given polynomial
is divided by each binomial. Verify your answer using synthetic division.
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Indicate whether or not each binomial is a factor of the given polynomial.
1. P(x) = x3 – 7x + 5
a. x – 1 b. x + 1 c. x – 2
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2. P(x) = 2x3 – 7x + 3
a. x – 1 b. x + 1 c. x – 2
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3. P(x) = 4x4 – 3x3 – x2 + 2x + 1
a. x – 1 b. x + 1 c. x – 2
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4. P(x) = 2x4 – 3x3 + 4x2 + 17x + 7
a. 2x – 3 c. 3x – 2
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b. 2x + 3
5. P(x) = 8x4 + 12x3 – 10x2 + 3x + 27

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a. 2x – 3 b. 2x + 3 c. 3x – 2
Activity 6:
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Use the Remainder Theorem to find the remainder R in each of the following.
1. (x4 – x3 + 2) ø (x + 2)
2. (x3 – 2x2 + x + 6) ø (x – 3)
3. (x4 – 3x3 + 4x2 – 6x + 4) ø (x – 2)
4. (x4 – 16x3 + 18x2 – 128) ø (x + 2)
5. (3x2 + 5x3 – 8) ø (x – 4)
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6. (x2 – 3x + 7) ø (x + 5)
7. (2x3 – 10x2 + x – 5) ø (x – 1)
8. (x4 – x3 + 2) ø (2x + 5)
9. (x3 – x2 – 8x – 4) ø (3x + 2)
10. (x2 – 8x + 7) ø (5x + 2)
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1. What is the relation between the remainder and the value of the
polynomial at x = r when the polynomial P(x) is divided by a binomial
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of the form x – r?
2. How will you find the remainder when a polynomial in x is divided by
a binomial of the form x – r?
3. What happens if the remainder is zero?
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Activity 7:
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Use the Factor Theorem to determine whether or not the first polynomial is a
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factor of the second. Then, give the remainder if the second polynomial is
divided by the first polynomial.
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1. x – 1; x2 + 2x + 5
2. x – 1; x3 – x – 2
3. x – 4; 2x3 – 9x2 + 9x – 20
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4. a – 1; a3 – 2a2 + a – 2
5. y + 3; 2y3 + y2 – 13y + 6
6. x – 3; – 4x3 + 5x2 + 8
7. b – 2; 4b3 – 3b2 – 8b + 4
8. a + 1; 2a3 + 5a2 – 3
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9. c + 2; c3 + 6c2 + 3c – 10
10. c + 3; c4 – 13c2 + 36
In the following activity, one factor of a polynomial is given. Use

synthetic division to find the other factor.
Activity 8:
Find the missing factor in each of the following. Write your answers in your
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notebook.
1. x3 – 8 = (x – 2)(__________)
2. 2x3 + x2 – 23x + 20 = (x + 4)(__________)
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3. 3x3 + 2x2 – 37x + 12 = (x – 3)(__________) C
4. x3 – 2x2 – x + 2 = (x – 2)(__________)
5. 2x3 – x2 – 2x + 1 = (2x – 1)(__________)

D
6. x3 – 4x2 + 4x – 3 = (x – 3)(__________)
7. x3 + 2x2 – 11x + 20 = (x + 5)(__________)

E
8. 3x3 – 17x2 + 22x – 60 = (x – 5)(__________)

EP
9. 4x3 + 20x2 – 47x + 12 = (2x – 3)(__________)
10. 4x4 – 2x3 – 4x2 + 16x – 7 = (2x – 1)(__________)

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This section will require you to apply the Remainder and the Factor
Theorems to solve more challenging problems.
Activity 9:
Answer each of the following problems.
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1. What is the remainder when 5x234 + 2 is divided by
a. x – 1?
b. x + 1?
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2. What is the remainder when 4x300 – 3x100 – 2x25 + 2x22 – 4 is divided by
a. x – 1?
b. x + 1?
C
3. When divided by x – 1, x + 1, x – 2, and x + 2, the polynomial
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P(x) = x4 + rx3 + sx2 + tx + u leaves a 0 remainder. Find P(0).
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4. Determine the value of A so that

a. x – 1 is a factor of 2x3 + x2 + 2Ax + 4.
b. x + 1 is a factor of x3 + k2x2 – 2Ax – 16.
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5. Use synthetic division to show

a. (x + 2) and (3x – 2) are factors of 3x4 – 20x3 + 80x – 48.
b. (x – 7) and (3x + 5) are not factors of
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6x4 – 2x3 – 80x2 + 74x – 35.
At this point you will be given a practical task which will

demonstrate your understanding of different concepts you learned from
this lesson on polynomials.
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Polynomial expressions are useful in representing volumes. The

next section will help you use division of polynomials as well as the
Remainder and the Factor Theorems to solve a real-world problem.
Performance Task
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Activity 10:
Write a real-life problem based on the procedure shown in the figures below.
You may use a situation involving real persons to make the math problem more
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interesting. You need to consider all significant information in the figures.
Product: A box
Step 1
C
Step 2
with no cover
6 units
E D
8 units
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D
Let the situation end with the volume of the resulting box. What
insights did you gain from this activity?
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Rubric for the Performance Task
Outstanding Satisfactory Developing Beginning

CRITERIA Rating
4 3 2 1
The The The The
computations computations computations computations
are accurate and are accurate and are erroneous are erroneous
show a wise use show the use of and show some and do not show
Accuracy
of key concepts key concepts of use of key some use of key
of division of division of concepts of concepts of
polynomials. polynomials. division of division of
polynomials. polynomials.
The model is The model is The model is The model is not
well- fixed and in firm and less firm and firm and has the
Stability
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place. stationary. show slight tendency to
movement. collapse.
The design is The design is The design The design does
comprehensive presentable and makes use of the not use algebraic
and displays the makes use of the algebraic representation
aesthetic concepts of representations and it is not
Creativity
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aspects of the algebraic but not presentable.
mathematical representations. presentable.
concepts
learned.
The explanation
is clear,
C
The explanation is
clear and
The explanation
is understandable
The explanation
is incomplete
exhaustive or coherent. It covers but not logical. It and inconsistent,
thorough, and the important contains only with little
coherent. It concepts. It uses some evidences evidence of
D
Mathematical includes effective of mathematical mathematical
Reasoning interesting facts mathematical reasoning. reasoning.
and principles. It reasoning.
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uses complex
and refined
mathematical
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reasoning.
Overall Rating
Source D.O. #73, s. 2012

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This lesson involved the Remainder and Factor Theorems and their
applications. You learned how to:
÷ find the remainder using synthetic division or the Remainder Theorem;
÷ evaluate polynomials using substitution or synthetic division; and
÷ determine whether (x – r) is a factor of a given polynomial.
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In Grade 9, you learned how to solve quadratic equations using the
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Zero-Product Property. In this lesson, you will apply the same property to
solve equations involving polynomials in factored form. You will also
learn how to factor polynomials and solve general polynomial equations.
Activity 1:
Determine the real root(s) of each equation.
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1. x–2=0
C
2. x+3=0
3. x(x – 4) = 0
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4. (x + 1)(x – 3) = 0
5. x2 + x – 2 = 0
x2(x – 9)(2x + 1) = 0
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6.
7. (x + 4)(x2 – x + 3) = 0
8. 2x (x2 – 36) = 0
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9. (x + 8)(x – 7)(x2 – 2x + 5) = 0
10. (3x + 1)2(x + 7)(x – 2)4 = 0
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1. What do you call the given equations?

2. Describe the roots of an equation.
3. In finding the roots of an equation with degree greater than 1, what
have you noticed about the number of roots? Can you recall a principle
that supports this?
4. Describe how to solve for the roots of an equation.
5. How many roots does the equation x2 + 2x + 1 = 0 have?
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Did you find this activity easy? Did you solve some of these
equations mentally? What is the highest degree of the polynomial
expressions in the previous activity? Have you encountered equations
involving polynomials with a higher degree? The next activity will
introduce you to an important principle involving polynomial equations.
Activity 2:
Some polynomial equations are given below. Complete the table and answer
the questions that follow. (If a root occurs twice, count it twice; if thrice, count
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it three times, and so on. The first one is done for you)
Real Roots of Number of

Polynomial Equation Degree
an Equation Real Roots
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1. (x + 1)2(x – 5) = 0 3 –1 (2 times); 5 3
2. x – 8 = 0
3. (x + 2)(x – 2) = 0
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4. (x – 3)(x + 1)(x – 1) = 0
5. x(x – 4)(x + 5)(x – 1) = 0
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6. (x – 1)(x – 3)3 = 0
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7. (x2 – 4x + 13)(x – 5)3 = 0

8. (x + 1)5(x – 1)2 =0
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9. (x2 + 4)(x – 3)3 = 0
ø ù øx  2 ù x
6 6
10. x  2 4

0
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1. Is it easy to give the roots of a polynomial equation when the

polynomial is expressed as a product of linear factors? Give a strategy
to find roots when a polynomial is expressed as a product of linear
factors.
2. What do you observe about the relationship between the number of

roots and the degree of a polynomial equation? This relationship was
discovered by the German mathematician Karl Friedrich Gauss (1777-
1885).
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The general statement for the previous observation is known as the

Fundamental Theorem of Algebra. We state it here without proof.
Fundamental Theorem of Algebra

If P(x) is a polynomial equation of degree n and with real coefficients,
then it has at most n real roots.
3. Consider the following polynomial equations. At most how many real

roots does each have?
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a. x20 – 1 = 0
b. x3 – 2x2 – 4x + 8 = 0
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c. 18 + 9x5 – 11x2 – x23 + x34 = 0
C
Were you able to find the number of roots of polynomial equations
by inspection? The next activity is connected to the problem of finding
roots of polynomial equations.
E D
Activity 3:
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Answer the following.
A. When do we say that a real number, say r, is a root of a given polynomial

equation in x?
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B. Recall the Zero-Product Property. State this property and apply this to
solve the equation (x – 1)(x – 3) = 0. Is the result consistent with the
Fundamental Theorem of Algebra?
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C. Find the roots of the following polynomial equations by applying the Zero-
Product Property.
1. (x + 3)(x – 2)(x + 1)(x – 1) = 0
2. (x + 5)(x – 5)(x + 5)(x – 1) = 0
3. (x + 4)2(x – 3)3 = 0
4. x (x – 3)4(x + 6)2 = 0
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5. x2(x – 9) = 0
D. If a root occurs twice (such as –4 in Item C, Equation 3), the root is called
a root of multiplicity 2. In general, if a root occurs n times, it is called a
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root of multiplicity n. Identify the multiplicity of each root in the equations
in Item C. C
Now, you are ready to find the roots when the polynomial is not in
factored form. The next activity will help you see how.
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Activity 4:
E
Answer the following.

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A. Let P(x) be a polynomial. Recall the Factor Theorem by completing the

statement:
P(r) = 0 if and only if (x – r) is ________________.
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B. Consider the polynomial equation x3 + 6x2 + 11x + 6 = 0
Trial 1. Is x = 1 a root of the equation?

Using synthetic division,
1 1 6 11 6
The remainder is __________. Therefore, ________________.
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Trial 2. Is x = –1 a root of the equation?

Using synthetic division,
–1 1 6 11 6
The remainder is __________. Therefore, ________________.
The 3rd line of the synthetic division indicates that

x 3  6 x 2  11x  6
 __________.
x 1
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The expression on the right, when equated to zero is called a
depressed equation of the given polynomial equation. The roots of
depressed equations are also roots of the given polynomial equation. The
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roots of this depressed polynomial equation are _________ and
_________.
C
Therefore, the roots of the polynomial equation x3 + 6x2 + 11x + 6 = 0
are _______, __________, and __________.
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C. Deepen your skills by discussing the solutions to each polynomial
equation with a classmate. As shown above, you first need to guess
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possible roots of the equation.

EP
1. x3 – 2x2 – x + 2 = 0
2. x3 + 9x2 + 23x + 15 = 0
D
For sure, you have come to a conclusion that it is not always easy
to guess the roots of a polynomial equation.
A more systematic approach is to limit the roots that one needs to try
when solving a polynomial equation. The next activity will demonstrate this.
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Activity 5:
Complete the table below. Verify that the given numbers in the last column of
the table are rational roots of the corresponding polynomial equation.
Leading Constant
Polynomial Equation Roots
Coefficient Term
1. x3 + 6x2 + 11x – 6 = 0 1 1, 2, 3
2. x3 – x2 – 10x – 8 = 0 –8 –2, –1, 4
3. x3 + 2x2 – 23x – 60 = 0 1 –4, –3, 5
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1
4. 2x4 – 3x3 – 4x2 + 3x + 2 = 0 2  ,–1,1,2
2
2
5. 3x4 – 16x3 + 21x2 + 4x – 12 = 0 –12  ,1, 2, 3
3
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Do the task in item 1 below, and answer the questions in items 2 and 3.
C
1. For each equation, list all possible rational numbers whose numerators
are factors of the constant term and whose denominators are factors of
the leading coefficient.
Example: In Equation 1, x3 + 6x2 + 11x – 6 = 0, the factors of the
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constant term –6 are ±6, ±3, ±2, and ±1, and the factors of the leading
coefficient 1 are ±1. The rational numbers satisfying the above
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6 3 2 1
conditions are  6 ,  3 ,  2 , and  1 (or  6 ,  3 ,
1 1 1 1
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 2 , 1). Write a corresponding list for each equation in the table.
2. Look at the roots of each polynomial equation in the table. Are these
roots in the list of rational numbers in Question 1?
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3. Refer to Equations 1 – 3 in the table. The leading coefficient of each

polynomial equation is 1. What do you observe about the roots of each
equation in relation to the corresponding constant term?
You may have observed that the leading coefficient and constant
term of a polynomial equation are related to the rational roots of the
equation. Hence, these can be used to determine the rational solutions
to polynomial equations. This observation is formally stated as the
Rational Root Theorem, which is the focus of the next activity.
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Activity 6:
Based on the previous activity, fill in the blanks below with the correct
expressions. Then, complete the proof that follows.
The Rational Root Theorem
Let anxn + an – 1xn – 1 + an – 2 xn – 2 + … + a2x2 + a1x + a0 = 0, where an ≠ 0
and ai is an integer for all i, 0 ≤ i ≤ n, be a polynomial equation of degree n. If
p
, in lowest terms, is a rational root of the equation, then ______ is a factor
q
of a0 and ______ is a factor of an.
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Proof:
STATEMENT REASON
n n 1 n 2 2 1. Definition of a root of
1. a n ö÷ p ö÷ öp ö
 a n 1 ÷ ÷
öpö
 a n 2 ÷ ÷
öpö öpö
 ...a 2 ÷ ÷  a 1 ÷ ÷  a 0  0 a polynomial
øq ø øq ø øq ø øq ø øq ø equation.
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2. Addition Property of
2. C Equality (Add – a0 to
both sides).
3. 3. Multiply both sides by qn.
4. Factor out p on the
4. left side of the
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equation.
5. Since p is a factor of the left side, then it must 5. Definition of equality
E
also be a factor of the right side.

6. p and q (and hence qn) do not share any p
6. is in lowest terms.
common factor other than ±1. q
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7. p must be a factor of a0. (This proves the first 7. p is not a factor of qn.
part of the Rational Root Theorem).
n 1 2 n
8. Similarly, a n 1 ö÷ p ö÷ öpö öp ö öp ö
 ...  a 2 ÷ ÷  a 1 ÷ ÷  a 0  a n ÷ ÷ 8.
øq ø øq ø øq ø øq ø
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9. 9. Multiply both sides by qn.

10. Factor out q on the left
10. side left side of an
equation.
11. Since q is a factor of the left side, then it must 11. Definition of
also be a factor of the right side. equality
12. q and p (and hence pn) do not share any
12.
common factor other than ±1.
13. q must be a factor of an. This proves the second 13. q is not a factor of
part of the Rational Root Theorem. pn.
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Now that the Rational Root Theorem has been proved, we are now
ready to apply it to solve polynomial equations. Work on the next activity.
Activity 7:
Study the guided solution to the given polynomial equations. Fill in the blanks
with appropriate words, numbers, or symbols to complete the solution.
A. Solve x3 + x2 – 12x – 12 = 0, and write the polynomial in factored form.
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Solution:
The equation has at most ______ real roots. The leading coefficient is
_____, and its factors are _________ and _________. The constant term
is ______, and its factors are ______, ______, ______, ______, _____,
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_____, _____, _____, _____, _____, ______, and ______. The possible
roots of the equation are  ____,  ____,  ____,  ____,  ____ and 
C
____.
To test if 1 is a root of the given equation, use synthetic division.

D
1 1 1 –12 –12
E
Since the remainder is _________, therefore 1 is _________of the

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equation.
Test if –1 is a root of the equation.
–1 –12 –12
D
1 1
Since the remainder is _________, therefore -1 is _________of the

equation.
x 3  x 2  12x  12
Hence,  x 2  12.
x 1
We can obtain the other roots of x 3  x 2  12x  12 
0 by solving for
the roots of x – 12 = 0 by using the quadratic formula.
2
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Its roots are _______ and_________.
To check, simply substitute each of these values to the given equation.
Therefore, the real roots of the polynomial equation x 3  x 2  12x  12  0

are ______, ______and______. The factored form of the polynomial
x 3  x 2  12x  12 is__________.
B. Now, try to solve the equation given below on your own.
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2x4 – 11x3 + 11x2 – 11x – 9 = 0
Describe the roots of the equation.
O
Now that you have gained skill in solving polynomial equations, try
to sharpen this skill by working on the next activities.
C
https://www.brightstorm.com/math/algebra-
D
The following websites give 2/factoring/rational-roots-theorem/
additional information about http://www.youtube,com/watch? v=RXKfaQemtii
E
the Rational Root Theorem.

EP
D
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Practice your skills through the following activities.
Activity 8:
By inspection, determine the number of real roots of each polynomial

equation. Roots of multiplicity n are counted n times.
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1. (x – 4)(x + 3)2(x – 1)3 = 0
2. x2 (x3 – 1) = 0
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3. x(x + 3)(x – 6)2 = 0 C
4. 3x (x3 – 1)2 = 0
5. (x3 – 8)(x4 + 1) = 0
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Activity 9:
E
Find all real roots of the following equations. Next, write each polynomial on
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the left side of the equation in factored form. Show your complete solutions.
1. x3 – 10x2 + 32x – 32 = 0
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2. x3 – 6x2 + 11x – 6 = 0
3. x3 – 2x2 + 4x – 8 = 0
4. 3x3 – 19x2 + 33x – 9 = 0
5. x4 – 5x2 + 4 = 0
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Activity 10:
One of the roots of the polynomial equation is given. Find the other roots.
1
1. – 2x4 + 13x3 – 21x2 + 2x + 8 = 0; x1 = 
2
2. x4 – 3x2 + 2 = 0; x1 = 1
3. x4 – x3 – 7x2 + 13x – 6 = 0; x1 = 1
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4. x5 – 5x4 – 3x3 + 15x2 – 4x + 20 = 0; x1 = 2
5. 2x4 – 17x3 + 13x2 + 53x + 21 = 0; x1 = –1
How did you find these activities? Did the Rational Root Theorem
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C
make it easier for you to find the roots of a polynomial equation? It is
important that these ideas are clearly grasped before you proceed to the
next activities. Write a mathematical journal that will relate your experience
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with the Rational Root Theorem.
E
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This activity will broaden your understanding of polynomial

equations.
D
Activity 11:
Write TRUE if the statement is true. Otherwise, modify the underlined word(s)
to make it true.
1. The roots of a polynomial equation in x are the values of x that satisfy

the equation.
2. Every polynomial equation of degree n has n – 1 real roots.
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3. The equation 2x3 – 6x2 + x – 1 = 0 has no rational root.
4. The possible roots of 3x5 – x4 + 6x3 – 2x2 + 8x – 5 = 0 are

3
 , 3, and  5 .
5
5. The only rational root of the equation x3 + 6x2 + 10x + 3 = 0 is 3.
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Activity 12:
Give 3 examples of polynomial equations with a relatively short list of possible

roots, and 3 examples of polynomial equations with a relatively long list of
possible roots.
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Activity 13:
C
For each item below, give a polynomial equation with integer coefficients that
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has the following roots.
1. –1, 3, –6
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2. ±2, ±7
3. 0, –4, –5, ±1
3
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4. ±2, 3,
5
1 2
5. ±2,  , ,3
3 7
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After going through a number of activities that deepen your

understanding of polynomial equations, you are now ready to apply your
learning to real-life situations. Work on the next activity.
Activity 14:
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Set up a polynomial equation that models each problem below. Then solve
the equation, and state the answer to each problem.
1. One dimension of a cube is increased by 1 inch to form a rectangular
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block. Suppose that the volume of the new block is 150 cubic inches.
Find the length of an edge of the original cube. C
2. The dimensions of a rectangular metal box are 3 cm, 5 cm, and 8 cm.
If the first two dimensions are increased by the same number of
centimeters, while the third dimension remains the same, the new
D
volume is 34 cm3 more than the original volume. What is the new
dimension of the enlarged rectangular metal box?
E
3. The diagonal of a rectangle is 8 m longer than its shorter side. If the

EP
area of the rectangle is 60 square m, find its dimensions.
4. Identical squares are cut from each corner of an 8 inch by 11.5 inch
rectangular piece of cardboard. The sides are folded up to make a box
D
with no top. If the volume of the resulting box is 63.75 cubic inches,
how long is the edge of each square that is cut off?
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Activity 15:
Solve the problem.
Packaging is one important feature in producing quality products. A

box designer needs to produce a package for a product in the shape of a
pyramid with a square base having a total volume of 200 cubic inches. The
height of the package must be 4 inches less than the length of the base. Find
the dimensions of the product.
PY
Solution:
O
C
D
Let __________= area of the base

E
__________= height of the pyramid

EP
1
If the volume of the pyramid is V = (base)(height),
3
D
then, the equation that will lead to the solution is 36 = ____________.
The possible roots of the equation are:______________.
Using synthetic division, the roots are_______________.
Therefore, the length of the base of the package is ___________
and its height is _______________________.
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This lesson was about solving polynomial equations and the Rational Root
Theorem. You learned how to:
÷ use the Fundamental Theorem of Algebra to determine the maximum
number of real roots of a polynomial;
÷ solve polynomial equations in factored form;
÷ solve polynomial equations using the Rational Root Theorem; and
÷ solve problems that can be modelled by polynomial equations.
PY
GLOSSARY OF TERMS
Degree of a Polynomial - the highest degree of a term in a polynomial
Factor Theorem - the polynomial P(x) has x – r as a factor if and only if

P(r) = 0
O
C
Mathematical Model - a mathematical representation of some phenomena in
real world
D
Polynomial - an algebraic expression of the form

E
anxn + an – 1xn – 1 + an – 2xn – 2 + … + a1x + a0, where an ù 0, and a0, a1,

a2, …, an are real numbers
EP
LIST OF THEOREMS USED IN THIS MODULE:
Rational Root Theorem - Let an – 1xn – 1 + an – 2xn – 2 + … + a1x + a0 = 0 be a

D
p
polynomial equation of degree n. If , in lowest terms, is a rational
q
root of the equation, then p is a factor of a0 and q is a factor of an.
Remainder Theorem - If the polynomial P(x) is divided by (x – r), the

remainder R is a constant and is equal to P(r).
Synthetic Division - a short method of dividing polynomial expressions using

only the coefficient of the terms
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REFERENCES AND WEBSITE LINKS USED IN THIS MODULE:
References:
Acelajado M. J., Beronque Y. B. & Co, F. F. (2005) Algebra Concepts and

Processes. (3rd Ed.). Mandaluyong City: National Book Store.
Coronel I. C., Coronel, A. C. & Munsayac, J. M. (2013) Growing up with Math.

Quezon City: FNB Educational, Inc.
Coronel I. C., Villano, L. M., Manalastas P. R., Marasigan J. A. & Coronel A.
PY
C. (2004) Advanced Algebra, Trigonometry and Statistic. Quezon City:
Bookmark Inc.
Coronel I. C., Villano L. M., Manalastas P. R., Marasigan J. A. & Coronel A.
O
C. (1992) Mathematics and Integrated Approach (SEDP) Bookmark
Inc.
C
De Leon C. M. & Bernabe J. G. (2002) Elementary Algebra: Textbook for First
Year. (Pilot Edition) Quezon City: JTW. Publishing Co.
D
Dilao S. J., Orines, F. B. & Bernabe J. C. (2003). Advanced Algebra,
Trigonometry and Statistics. JTW Publishing Co.
E
Green J. W., Ulep S. A., Gallos F. L. & Umipig D. F. (n. a) Teaching

EP
Mathematics IV Volume I. Philippines – Australia Science and

Mathematics Educational Project.
Hadlay W. S., Pfluger J. & Coratto M. (2006) Algebra 1 Student Text. USA:
D
Carnegie Learning Pittsburgh.
Larson R. & Hostetler R. P. (2013). Algebra and Trigonometry. (8th Ed.)

Cergage Learning Asia Ple ltd.
Orines, F. B., Esparrago M. S. & Reyes N. V. (2008) Advanced Algebra,

Trigonometry and Statistics. Quezon City: Phoenix Publishing House.
Oronce, O. A. & Mendoza M. O. (2003) Exploring Mathematics Advanced

Algebra and Trigonometry.(1st Ed). Manila: Rex Printing, Company, Inc.
97
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Quimpo N. F. (2005) A Course in Freshman Algebra. Mathematics

Department Loyola Schools. Ateneo de Manila University.
Villaluna T. T. & Van Zandt G. E.(2009) Hands-on, Minds-on Activities in

Mathematics IV: Advanced Algebra, Trigonometry and Statistics.
Philippines: St. Jude Thaddeus Publication.
Website Links as References and as Sources of Learning Activities:
PY
http://www.mathsisfun.com/algebra/polynomials-division-long.html
http://www.youtube.com/watch?v=qd-T-dTtnX4
http://www.purplemath.com/modules/polydiv2.htm
https://www.brightstorm.com/math/algebra-2/factoring/rational-roots-theorem/
http://www.youtube.com/watch?v=RXKfaQemtii
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C
E D
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D
98

Math10 LM U1 Mathematics 10 Learners Module

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Math10 LM U1 - Mathematics 10 Learner's Module

BSEd Mathematics (Quezonian Educational College)

Studocu is not sponsored or endorsed by any college or university

This book was collaboratively developed and reviewed by

We value your feedback and recommendations.

Rowena S. Perez, and Concepcion S. Ternida

Reviewers: Maria Alva Q. Aberin, PhD, Maxima J. Acelajado, PhD, Carlene P.

Layout Artists: Aro R. Rara and Ronwaldo Victor Ma. A. Pagulayan

Printed in the Philippines by REX Book Store

This material is written in support of the K to 12 Basic Education

In the design of this Grade 10 materials, it underwent different

There are eight (8) modules in this material.

material engaging and challenging as it develops your critical-thinking and

Module 2: Polynomials and Polynomial Equations ............................. 49

In her first public address, the principal mentioned about the

Saturday community clean-up which the principal called “Kilos Kabataan

II. LESSONS AND COVERAGE

In these lessons you will learn to:

 generate and describe patterns

 illustrate a geometric sequence

 find the geometric means between terms of a

 illustrate other types of sequences like harmonic

Arithmetic Geometric Other Types of

Finding the Arithmetic/Geometric Means

Finding the Sum of the First n Terms

Solving Real-Life Problems

1. What is the next term in the geometric sequence 4, 12, 36?

3. Which set of numbers is an example of a harmonic sequence?

A. 153 B. 151 C. 149 D. 148

8. Which term of the arithmetic sequence 4, 1, 2, 5 , . . . is 29 ?

A. 315 B. 360 C. 378 D. 396

18. Find p so that the numbers 7p  2, 5p  12, 2p  1,... form an arithmetic

20. Find k so that the numbers 2k  1, 3k  4, and 7k  6 form a geometric

3. Write an equation to represent the situation. Let the independent

variable be the number of rounds and the dependent variable be the

4. If another hour was used to contact more organizations, how many

5. Use the given information in the above situation to formulate problems

6. Write the necessary equations that describe the situations or problems

7. Solve the problems that you formulated.

Rubric for the Equations Formulated and Solved

Rubric for the Problems Formulated and Solved

of the solution and communicates ideas unmistakably, shows

gaps on the theoretical comprehension

Source: D.O. #73, s. 2012

IV. LEARNING GOALS AND TARGETS

In this lesson, you will work with patterns. Recognizing and

Each item below shows a pattern. Answer the given questions.

2. What is the next number?

What is the 10th number?

0, 4, 8, 12, 16, ____

3. What is the next number?

9, 4, -1, -6, -11, ____

4. What is the next number?

1, 3, 9, 27, 81, _____

5. What is the next number?

160, 80, 40, 20, 10, _____

This finite sequence has 5 terms. We may use the notation

In Grade 10, we often encounter sequences that form a pattern such

1. 3, 12, 21, , , __

7. 4, , , 19, 24, ...

10. 13, , , __, 11, 17

1. 3, 12, 48, ,

6. –2, , , –16 –32 –64