Casanova, Estella Mae V.

TTH (11:30 AM – 1:00 PM)

BSEd Mathematics 2201 March 12, 2024
DETAILED LESSON PLAN IN MATHEMATICS 10

I. Objectives
At the end of the lesson, the learners are expected to:
1. define and identify polynomial functions.
2. find the x-intercepts and y-intercepts of the given
polynomial function.
3. solve problems and graph polynomial functions using the
x- and y-intercepts.
II. Subject Matter
Topic Polynomial Functions: Intercepts of a Polynomial Function
Reference/s Learning Module Mathematics, G10, Q1.2 Polynomial Function
p.53-77.
Principles of Mathematics Grade10 p.35-38
Materials Laptop, PowerPoint Presentation, Instructional Materials
III. Procedures
Teacher’s Activity Student’s Activity
A. Preliminary 1. Prayer
Activities Before we start, let us pray (Prayer)
first. Everyone stand up and let
us feel the presence of our
Lord.

Okay, before you go back to

your sit may I ask everyone to
organize first your armchairs
as well as put all of your
unnecessary things inside your
bag.

Thank you then, you may now

be seated.
2. Greetings
Good Morning Grade-10 Good Morning, Ma'am!
students!

Today, we're going to learn

Mathematics again. Math
Challengers, are you ready for
our fun and exciting discussion
for today? Yes, Ma'am.

It’s good to heard that.

3. Checking of Attendance
Before that, let's have the
monitoring of attendance for
today.

(The teacher will ask the (The secretary will report the
secretary to check the number of learners’ present
attendance.) and absent for today’s class.)
 I am very glad that you are all
present.
4. Review
Alright, anyone of you here can
remember what was the topic
we've discussed last meeting?
Yes, Faye. Last time we've studied
Polynomial Function which is
a function that involves only
non-negative integer powers
or exponents of a variable in
an equation.
Correct. Last meeting we have
discussed about Polynomial
Functions.

Now, we will move on to the

next topic which is Lesson 2,
so be ready because we will
explore the fascinating
concept of our topic today.
B. Motivation But before that we will have an
activity first. We will play a
game entitled “Guess My
Name”.

Are you ready? Yes, Maam!

Grade-10 students I want to

introduce to you these 2
students named Mathalino and
Mathusay. They will be part of
our class today.

So, I will open the paper inside

the box holding by Mathalino
for us to know what the
mechanics of the game is.

Hello Grade-10 class! I have a

game for you. By the given
clue words or phrases, guess
the name of some of my
friends correctly. You can
guess as many as you can,
goodluck!

For those who want to answer

you can raise your hand.

1. I am the abstract science of

number, quantity, and space.

Yes, Fatima. MATHEMATICS

Mathematics, correct!
 2. I am known as the actor
instance of intercepting
something.

Guess his name Rhiza. INTERCEPT

Intercept? Very good!

3. I am defined as an
expression which is composed
of variables, constants and
exponents that are combined
using mathematical operations
such as addition, subtraction,
multiplication and division.

Who do you think is he, POLYNOMIAL

Jhoanna?

Alright, he is Polynomial. And

lastly:

4. I am an expression, rule or
law that defines a relationship
between independent variable
and dependent variable.

Yes, Joanne? FUNCTION

Function!

Very good Grade-10 students.

Thank you for your active
participation. You guessed
their names correctly.
C. Lesson Let's now proceed to the
Proper discussion. Our lesson for
today is the Intercepts of a
Polynomial Function.

Introduction What comes into your mind

when you hear the word
‘Intercept’? (Students raising their hands.)

Yes, Darl? (Student’s answer may vary.)

Okay, thank you. So, when we

say Intercept, it is the point
where a line crosses the axis.
We have two intercepts which
is known as the x-intercept and
y-intercept.

Furthermore, can someone

read the meaning of x- and y-
intercept? (Students raising their hands.)
Please read it loud and clear, The x-intercept for any curve
Gabriel. is the value of the x coordinate
of the point where the graph
cuts the x-axis, or we can say
that the x-intercept is the value
of the x coordinate of a point
where the value of coordinate
is equal to zero.

The y-intercept for any curve

is the value of the y coordinate
of the point where the graph
cuts the y-axis, or we can say
that the y-intercept is the value
of the y coordinate of a point
where the value of x
coordinate is equal to zero.
Thank you.

So, for us to understand more,

let us have an example.

Looking at the graph, we can

find the intercepts. The line
crosses the axis at two points.

The point on the x-axis is (5, 0).

We call this as x-intercept. The
point on the y-axis is (0, 4). We
call this as y-intercept.

Do you have questions so far? (Student’s answer may vary.)

Let us have another example.

 I have another graph here with
two points lying on x and y
axis. By looking on the graph,
can you identify the x- and y-
intercept of the function f(x) =
2x – 4. Please raise your hand
for those students who wants
to answer. (Students raising their hands)

Yes, Frances? The point on the x-axis is (2,

0). We call this as x-intercept.
The point on the y-axis is (0, -
4). We call this as y-intercept.
I'm glad that you already know
to identify the x- and y-
intercepts. Do you have any
clarifications regarding with
our discussion? None, Ma’am.

Since, you have no any

questions I will give you an
activity. Please get one whole
sheet of paper. For some
reminders, you have to answer
quietly and you are not allowed
to talk with your seatmates.
Just focus on your own work.
Am I clear? Yes, Ma’am.

Engage Okay. You have 2 minutes to

answer and I will call
somebody to solve on the
board.

Direction: By looking on the

graphs, identify x- and y-
intercepts.

1. 2x + y = 2
 2. y = -5x – 5

3. y = x – 3

Are you done? Yes, Ma’am.

Exchange papers with your

seatmate and write corrected
by.

Nica, Princess, and Trixie can 1. x–intercept: (1,0)

you show your answer on the y–intercept: (0,2)
board? Then, explain your By looking at the graph, I
work. identify the x–coordinates
lying on x–axis which is the x–
intercept and y–coordinates
lying at y–axis which is the y–
intercept of the function 2x + y
= 2.

2. x–intercept: (-1,0)
y–intercept: (0,-5)
For the function y=-5x–5, the
x–intercept is coordinate (-1,
0) while y–intercept is (0,-5).
This is the point where the line
lies on x and y axis.

3. x–intercept: (3,0)
y–intercept: (0,-3)
I just look at the point where
the line intersects at x and y
axis then identify its
coordinate as the x–intercept
and y–intercept. Always
remember that if we are
finding the x–intercept then
they value is always 0 or vice
versa.
Class, did you have the same
answer? Yes, Ma’am.
 In checking your answer, if you
got the same answer for the x–
intercept and y–intercept that
is equivalent to 2 points each,
all in all 12 points.

After checking your seatmate's

paper, give it back to them. For
those who got perfect scores
please raise your hand.
Fantastic! Class, give them five
claps. How about 11? 10? 9?
Very good class. And, for the
rest it's okay because we have
more activities to go.

Explore After our discussion and

activity, I want you to share
your answer about the
following questions:

1. How did you find the

activity?

Quennie, can you share to the

class how did you find the
activity? (Student’s answer may vary.)

2. Based on your activity, how

do you define x- and y-
intercepts?

How about you Tricia? Can you The x-intercept for any curve
answer the number 2 is the value of the x-coordinate
question? of the point where the graph
cuts the x-axis, while the y-
intercept for any curve is the
value of the y-coordinate of
the point where the graph cuts
the y-axis.
3. After doing the activity, why
is it important to know how to
find the x-and y-intercepts of a
function?

And lastly, Kristel after doing It is commonly used in

the activity, why is it important problem solving involving
for you to know how to find the lines and graphs.
x- and y-intercepts?

Class, thank you so much for

your opinions and answers.
You all did great!

Explain After knowing the concepts of

x- and y- intercept, we will now
discuss the steps on how to
find the intercepts of a
polynomial function.

So, I have here a polynomial

function p(x)=2x+6. It is a
linear equation since it is in a
standard form p(x)=ax+b.

To find the x-intercept of a

given linear equation, plug in 0
for 'y' and solve for 'x'. To find
the y-intercept, plug in 0 for 'x'
and solve for 'y'.

In a linear equation p(x)=2x+6,

we have first to substitute y to
the p(x) so, it will become
y=2x+6. We will find first the x–
intercept so we will plug in 0 for
‘y’ for it to become 0=2x+6 then
solve for x. We will transpose 6
on the other side which will
give us an equation of -6=2x.
Just simplify it by dividing both
side by 2 which gives us a final
answer of x=-3. Therefore, the
x–intercepts is (-3,0).

To find the y–intercept, we

have to plug in 0 for ‘x’. So, the
equation will be y=2(0)+5. We
will just simplify it for us to get
y=5. Thus, y–intercept is (0,5).

Did you understand? Yes, Ma’am.

Now that we found the x– and

y–intercept, we will now graph
it by plotting the coordinates of
two intercepts. We plot the
coordinates of x–intercept to
the x–axis and y–intercept to
the y–axis.

So, who wants to try? (Students raising their hands)

Yes, Nhica.
 Thank you. You did it right!
How about you class did you
get it now? Yes, Ma’am.

Do you have any clarifications? None, Ma’am.

Elaborate For our next activity, I will

group you into 3. This group
will be the Group 1, then this
will be the Group 2, and lastly
is the Group3. I want you to
make a circle and answer your
given task quietly and
collaboratively. After 3
minutes, the representative of
each group will present the
group's work on the board. So,
I will read the direction for you.

Direction: Read the problem

and supply the needed
information.

Allan is in a travel trip and

wants to know the remaining
hours x of the battery
percentage of his cellphone
depending on its percentage y.
If it can take y=-15x+90,
determine its battery
percentage and how long it
could take.

For Group 1, find x-intercept

and explain your solution.
For Group 2, find y-intercept
and explain your solution.

Class, times up! Group

representatives you may
present now in front
respectively.
Group1
Good morning, everyone. By
the given problem we came up
with an answer of:

x-intercept of y=-15x+90 is
(6,0)
y=-15x+90
0=-15x+90
15x=90
x=6

We just substitute all of the y

values to 0, then transpose
 the term with the x variable to
the other side then simplify.
Since x=6, therefore, x-
intercept is (6,0).
Thank you, Group1. Class,
give them five claps. Group 2,
proceed.
Group2
By the given problem we
came up with an answer of:

y-intercept of y=-15x+90 is
(0,90)
y=-15x+90
y=-15(0)+90
y=0+90
y=90

We just substitute all of the x

values to 0, then simplify.
Since y=90, therefore, y-
intercept is (0,90).
Excellent, Group 2! Give them
five claps.

Good job, everybody! You

really execute your knowledge
about Intercepts of Polynomial
Function in doing your activity.
Evaluate Get ¼ sheet of paper and
answer this quietly. I will give
you 3 minutes to answer.

Identification
Direction: Identify what is being
asked. Write your answer on a
clean sheet of paper.

1. It is the value of the x-

coordinate of the point where
the graph cuts the x-axis.
2. It is any curve of the value of
the y-coordinate of the point
where the graph cuts the y-
axis.
3. In finding the x- and y-
intercept, the value of other
coordinate is always______.
4. To find the x-intercept of a
given equation, plug in _____
for 'y' and solve for 'x'.
5. To find the y-intercept, plug
in _____for 'x' and solve for 'y'.
Answers:
1. x-intercept
2. y-intercept
3. zero
 4. 0
5. 0
After answering, please pass
your paper and I will give this
back to you after checking for
you to know the scores.
IV. Assignment
For your assignment, please
copy this on your notebook.

Direction: Have an advanced

reading to the following topics.

1. Chords
2. Angles
3. Arcs
4. Central Angles
5. Inscribed Angles

Are you done copying? Yes, Ma’am.

So, I want to thank you for your

active participation for our
class today. That is all for now,
see you in the next meeting.
Goodbye, class.