LESSON PLAN IN MATHEMATICS 10

SYNTHETIC DIVISION

School Quezon Integrated School Grade Level 10

Teacher Antonio C. Arienza Jr. Learning Area MATHEMATICS
Teaching Dates
July 29, 2019 Quarter First
and Time

Demonstrates understanding of key concepts of sequences,

A. Content Standards
polynomials and polynomial equations.
Formulate and solve problems involving sequences, polynomials and
B. Performance
polynomial equations in different disciplines through appropriate and
Standards
accurate representations.
C. Learning Performs division of polynomials using long division and synthetic
Competencies division. M10AL-Ig-1

PREREQUISITE
Students are expected to have learned the following concepts:
 Division of polynomials using long division.
 Division of powers.
RESOURCES
 drill board or flash cards, chart

PROCEDURE
Opening Activity
A. To check the students’ understanding of the previous lesson, give some
practice exercises on division of polynomials.
Simplify each of the following:
1. 24x7/12x3 3. –42x5y4/6xy3
4 2
2. 12x y /4x y2 5 4. –4(x – y)/20(y – x)4
B. Review the students’ assignment and ask them to solve a new set of
exercises on division of polynomials using the long method.
1. (12x2 + 8x – 15) by (x + 3) 3. (x3 + x2 – x – 1) by (x – 1)
2. (x2 + 8x + 16 ) by (x + 4) 4. (2x4 + 5x3 + 11x + 6) by (x + 3)
C. Ask the students to write their solutions on the board using long division.
Process the activity by asking these questions:
 What is the value of learning the long division method for
polynomials?
 Would you like to know a shorter way of dividing polynomials?
Main Activity
Present an illustrative example to the class:

Problem: What are the quotient and the remainder when (3x3 + x2 – 8x –
4) is divided by (x – 2)?
 Solution
3x 2  7x  6 r 8
X – 2 3x3  x 2  8x  4
3x3  6x 2
7x 2  8x
7 x 2  14 x
6x – 4
6 x  12
8
To check, multiply the quotient by the divisor and add the remainder.
(x – 2)(3x2 + 7x + 6) = 3x3 + 7x2 + 6x
-6x2 – 14x – 12
3x3 + x2 – 8x – 12
(3x3 + x2 – 8x – 12) + 8 = = 3x3 + x2 - 8x – 4
we write:
3x 3  x 2 - 8x - 4 8 Remainder is 8
 (3x 3  7x  6)  Divisor is x - 2
x-2 x-2

Emphasize the fact that since we are dealing with rational expressions, we cannot
simply add the remainder, as we do with real numbers. We have to be careful with
our notation.

Discussion Ideas
A. Discuss with the students the long division method. Try to explain how to
eliminate all variables and write the problem in a more compact form. Let the
students compare the long division method used above with the process below.
Explain this in detail.

2 3 1 -8 -4
6 14 12

3 7 6 8 or 3x2 + 7x + 6 r8

Show why x – 2 is written as 2 in synthetic division. This is because

x – 2 means x – (2) or x = 2.
B. Present new sets of exercises and ask the students to solve them using synthetic
division.
1. Divide (2x3 – 9x2 + 13x – 12) by (x – 3)
Solution:
3 2 -9 13 -12
6 -9 12

2 -3 4 0 or 2x2 – 3x + 4 r0
Note: Emphasize that they should always place zero for all the missing terms of the polynomial.
2. Divide (x5 – 4x3 + 5x2 – 5) by (x + 1)
Solution:

-1  1 0 -4 5 0 5
-1 1 3 -8 8

1 -1 -3 8 -8 3
or: x4 – x3 – 3x2 + 8x – 8 r3
3. Find the quotient and the remainder using synthetic division.
6x3 + x2 - 4x + 1 by 3x – 1
Solution
6x3  x 2  4x  1
3x  1
 1
Note 3x – 1 = 3  x  
 3
This means that we can write the above expression as:
1 2 4 1
2x 3  x  x
6x 3  x 2  4x  1 3 3 3 (divide the expression by 3 so
 we can use synthetic division)
(3x  1) 1
x
3
1 2 1 4 1

3 3 3 3
2 1 1

3 3 3

2 1 -1 0
6x3  x 2  4x  1
Thus,  (2x 2  x  1)(3x  1)
3x  1
Check:
(2x2 + x – 1)(3x – 1) = 6x3 + 3x2 – 3x
-2x2 – x + 1
6x + x2 – 4x + 1
3

Guide Questions
1. Which part of the binomial divisor serves as the divisor in this method?
2. What is done with the divisor and the numerical coefficient of the term with the
highest degree?
3. Where is the result written?
4. What operations are involved in getting the next numbers?
5. How is the last number obtained? What does a remainder of zero mean?
6. What is the degree of the polynomial quotient?
7. Are there any restrictions in the use of synthetic division? When can we use this
method and when is this NOT applicable?
Extension Ideas
Get the meaning of the word “synthetic” from the dictionary. In your own words, write
a paragraph explaining why the process discussed earlier is called the “synthetic
division process.”
Closing Activity
a) Explain the key learning points in using synthetic division as an alternative method
for dividing polynomials.
 Synthetic division is a division process for polynomials in one variable when the
divisor is of the form x – c, where c is any real number.
 Synthetic division is useful in the following cases:
a) finding the quotient and the remainder when a polynomial in x is divided by x
– c;
b) determining if a binomial of the form x – c is a factor of the given polynomial
in x.
b) Recalling the steps used in dividing polynomials by synthetic division, ask the
students to complete the following:
Steps in Synthetic Division:
1. Write the numerical coefficient of the dividend in ___________order of the
exponents with 0 as the coefficient of any missing power of x.
2. Write the___________ of the divisor x – c at the left hand corner of the
coefficients.
3. Bring down the ___________of the dividend, multiply it by c and add the result
to the second column.
4. Multiply the ______obtained in the previous step by c and add the result to the
third column. Repeat this process until you reach the last column of the dividend.
5. The third row of numbers represents the coefficient of the terms in the quotient.
The degree of the variable is one less than that of the dividend and the rightmost
number is the ________.
Answer Key
1. descending 4. sum
2. constant term c 5. remainder
3. leading coefficient

ASSESSMENT
Find the quotient and the remainder using synthetic division.
a) x3 – 2x2 + 4x + 1 by x – 2 c) 2x4 + 5x3 + 11x + 6 by x + 3
b) 4x - 6x + 2x + 1 by x – ½
3 2

HOMEWORK
Find the quotient and the remainder using synthetic division.
1. x4 + 8x2 – 5x3 – 2 + 15 x by x – 3 4. 3y3 + 2y2 – 32y + 2 by y – 3
2. x5 – 32 by x + 2 5. 76x3 – 19x2 + x + 6 by x – 3
3. 2x3 – 7x – 8x + 16 by x – 4
2

Prepared by: Checked by:

ANTONIO C. ARIENZA JR. MA. LIZA T. BANDOLA, Ph.D.

Teacher 1 School Head