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Graph Polynomial Funstion Qualities

This detailed lesson plan is for a 10th grade mathematics class on polynomial functions. [1] The lesson will focus on graphing polynomial functions by determining x-intercepts, end behavior, turning points, and multiplicity of roots. [2] Examples of polynomial functions and their graphs will be presented and analyzed by students working individually and in groups. [3] Formative assessment and reflection on teaching strategies is built into the lesson plan.

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Jerson Yhuwel
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151 views

Graph Polynomial Funstion Qualities

This detailed lesson plan is for a 10th grade mathematics class on polynomial functions. [1] The lesson will focus on graphing polynomial functions by determining x-intercepts, end behavior, turning points, and multiplicity of roots. [2] Examples of polynomial functions and their graphs will be presented and analyzed by students working individually and in groups. [3] Formative assessment and reflection on teaching strategies is built into the lesson plan.

Uploaded by

Jerson Yhuwel
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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DETAILED LESSON PLAN

School Grade Level Grade 10


Teacher Learning Mathematics 10
Area
Teaching Dates Day 3 Quarter Second
and Time
1. OBJECTIVES
A. Content Standards: The learner demonstrates understanding of key concepts of
polynomial function.
B. Performance Standards: The learner is able to conduct systematically a mathematical
investigation involving polynomial functions in different fields.
C. Learning Competencies/ Objectives (Write the LC code for each): The learner graphs
polynomial functions. (M10AL-IIa-b-1)
2. CONTENT: Patterns and Algebra
3. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages Mathematics 10 Teacher’s Guide pages 100-105
2. Learner’s Material Pages Mathematics 10 Learner’s Material pages 118-121
3. Textbook Pages
4. Additional Materials from Learning Resources (LR) portal
B. Other Learning Resources
4. PROCEDURES (May vary, it depends upon the teacher. This is a flexible part. Put time
allotment in each step)
Teacher’s Activity Students’ Activity
A. Reviewing Ask:
previous What are the first two details of graphing polynomial Finding the
lesson or functions? intercepts and
presenting identifying the
the new behavior of the
lesson graph
(2 minutes)
What is called to the value of x when the value of y
is zero? x-intercept
Comment on the answer of the students

You have to remember also that when y is zero, the


value of x is called the zeros of the function. In
the graph, the zeros of the function are the
values of x where the graph crosses the x-axis.

B. Establishing Say: Another helpful strategy in graphing


a purpose polynomial function is to determine whether the
for the graph crosses or is tangent to the x-axis at each
lesson x-intercept. This strategy involves the concept of
(3 minutes) multiplicity of a zero of a polynomial function.
Multiplicity tells how many times a particular
number is a zero or root for the given polynomial.
C. Presenting Present this graph on the board/ visual aid.
examples/ The graph of 𝑦 = −𝑥 4 + 𝑥 3 + 3𝑥 2 − 𝑥 − 2 is
instances of
the new
lesson
(10 minutes)

-1, 1 and 2
Ask: What are the zeros of the polynomial
function?
Comment on the answer of the students.

Say:
Notice that the trend of the graph changes. This is
called the turning point.
The turning points of a graph occur when the
function changes from decreasing to increasing
or from increasing to decreasing values
How many zeros are there? 3

Having 3 zeros also means the multiplicity of


𝑦 = −𝑥 4 + 𝑥 3 + 3𝑥 2 − 𝑥 − 2 is 3.

D. Discussing The next activity will help you understand the


new relationship between multiplicity of a root and
concepts and whether a graph crosses or is tangent to the x-
practice new axis.
skills #1 For the 7th activity, Answer the activity 10 on page
(10 minutes) 117 of the Learner’s Material.

Given the function


𝑦 = (𝑥 + 2)2 (𝑥 + 1)3 (𝑥 − 1)4 (𝑥 − 2) and its graph,
complete the table below, then answer the
questions that follow.
E. Discussing Ask:
new : a. What do you notice about the graph when it a. The graph is
concepts and passes through a root of even multiplicity? tangent to the x-
practice new axis
skills #2 b. What do you notice about the graph when it
(15 minutes) b. The graph
passes through a root of odd multiplicity? crosses the x-axis

Say:
This activity extends what you learned when
using a table of signs to graph a polynomial
function. When the graph crosses the x-axis, it
means the graph changes from positive to
negative or vice versa. But if the graph is
tangent to the x-axis, it means that the graph is
either positive on both sides of the root, or
negative on both sides of the root.
F. Developing In this 8th activity, you will consider the number of Students will
Mastery turning points of the graph of a polynomial perform the Activity
(Leads to function. 8 individually
Formative
Assessment
3)

Follow-up Questions:
1. What do you notice about the number of turning
points of the
a) quartic functions (numbers 1 and 2)?
b) quintic functions (numbers 3 to 5)?
2. From the given examples, do you think it is
possible for the degree of a function to be less
than the number of turning points?
3. State the relation of the number of turning points
of a function with its degree n.
G. Finding
practical
applications
of concepts
and skills in
daily living
H. Making The graph of a polynomial function is
generalizatio continuous, smooth, and has rounded turns.
ns and Further, the number of turning points in the graph of
abstract a polynomial is strictly less than the degree of the
actions polynomial.
about the
lesson
I. Evaluating Activity 9 is a group activity. Have a group of 5
learning members. Let each group pick the number they
will have to work for. (Expect there are 2 or 3
groups which will pick the same number)

IT IS YOUR TURN TO SHOW.


For each given polynomial function, describe or
determine the following, then sketch the graph.
A. leading term
B. end behaviors
C. x-intercepts
points on the x-axis
D. multiplicity of roots
E. y-intercept
point on y-axis
F. number of turning points
G. sketch
1.𝑦 = −(𝑥 + 3)(𝑥 + 1)2 (2𝑥 − 5)
2. 𝑦 = (𝑥 2 − 5)(𝑥 − 1)2 (𝑥 − 2)3
3. 𝑦 = −𝑥 3 + 2𝑥 2 − 2𝑥 + 4
4. 𝑦 = 𝑥 2 (𝑥 2 − 7)(2𝑥 + 3)
5. 𝑦 = 2𝑥 4 − 3𝑥 3 − 18𝑥 2 + 16𝑥 + 28

J. Additional
activities for
application
or
remediation
5. REMARKS
6. REFLECTION
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional
C. Did the remedial lessons work? No. of learners who have caught up with
the lesson
D. No. of learners who continue to require remediation
E. Which of my teaching strategies work well? Why did these work?
F. What difficulties did I encounter which my principal or supervisor can
help me solve?
G. What innovation or localized materials did I use discover which I wish to
share with other teachers?

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