Lesson Plan (Sessions 1-5)

Name of Lesson Week 3 – Graph Transformations

Learning Area/s PRE-CALCULUS

Designed by Teacher/s

Designed for which Grade 12

Grade Level and Section

No. of Sessions 1 to 5 (out of 5)

References DepEd Three-Term BOW (SY 2026-2027) - PRE-CALCULUS

(books, websites, Larson, R. (2017). Precalculus (10th ed.). Cengage Learning. Stewart, J., Redlin, L., & Watson, S. (2015). Precalculus: Mathematics for Calculus (7th ed.). Cengage
toolkits, etc.) Learning. Website: [Link]

Declaration of AI use This lesson plan was developed with the assistance of AI to help generate ideas, organize content, and improve clarity of instruction. The AI served only
Cite how AI was used in as a support tool, while all final decisions and contextualization were made by the teacher. The teacher takes full responsibility for the lesson’s accuracy
the formulation of the and implementation.
lesson plan.

Intentions. Meaningful learning experiences are anchored in how we frame them. Start by deciding what you want learners to master.

SESSION 1 SESSION 2 SESSION 3 SESSION 4 SESSION 5

Learning Competency: The learner should be able to apply translations and reflections to graphs of equations and describe their effects on graph behavior. The learner should be able to
Write the analyze patterns affecting orientation, symmetry, shape, and position of graphs. The learner should be able to solve problems involving graph transformations in
competency/ies from the mathematical and real-life contexts. Unpacked Competencies • Apply translations to graphs. • Apply reflections to graphs. • Analyze graph behavior after
curriculum that we are transformations. • Describe symmetry and orientation changes. • Compare original and transformed graphs. • Solve problems involving graph transformations.
targeting.

Learning Objectives:  Identify different types  Analyze changes in  Perform translations  Interpret transformed  Create graphical
Write the smaller of graph graph position, and reflections on graphs and explain representations
knowledge, skills, or transformations and orientation, and graphs using observed patterns demonstrating various
tasks. describe their effects symmetry after algebraic rules. mathematically. transformations.
on graphs. transformations.  Apply transformation  Evaluate the effects of  Present and justify
 Explain the concepts of  Compare transformed principles in solving transformations on conclusions regarding
translation and graphs with their graphing exercises. graph behavior and changes in graph
reflection using original forms. characteristics. properties.
mathematical
examples.

Learner Context: Grade 12 STEM students who Learners who are beginning to Students who are proficient in Advanced learners ready to Collaborative learners who
Write your observations have basic knowledge of distinguish between rigid and basic algebra but require interpret complex graphical excel in peer-to-peer teaching
of your learners, coordinate geometry and non-rigid transformations but scaffolding to connect behaviors and synthesize and visual demonstrations,
strengths, interests, and parent functions like linear and struggle with the 'counter- algebraic notation f(x-h) to multiple transformations into a preparing for their final
barriers. quadratic equations. They are intuitive' nature of horizontal visual movements on a coherent mathematical performance task on
visual learners who benefit shifts. Cartesian plane. explanation. transformation design.
from graphing software but
need conceptual grounding.

Learning A learning experience is like a thoughtfully designed journey.

Experience.
SESSION 1 SESSION 2 SESSION 3 SESSION 4 SESSION 5

Pre-Lesson: Recall basic parent functions Quick review of Session 1 Review of reflection concepts. Flashcard drill: Showing Consolidation of all rules:
Describe how you will (y=x, y=x^2, y=|x|) and the concepts: vertical versus Ask: 'What does a mirror do to various transformed equations Summarize horizontal/vertical
help the learners get structure of the Cartesian horizontal movement. your orientation?' and bridge and asking students to shout shifts and reflections. Peer-
ready for the lesson. coordinate system. Review Diagnostic check: If f(x) = x^2, this to the x-axis and y-axis on out the direction of the check of the previous night's
plotting points and basic what happens if we add 5 to a graph. movement (Up, Down, Left, homework on combined
function notation f(x). the output? Right). transformations.

Flow: Engage: Engage: Engage: Engage: Engage:

Describe the activities
that you can implement The teacher shows a picture of Teacher displays a symmetric Teacher presents a 'Function Teacher plays a 'Mystery Teacher introduces the
in 1 or more sessions to a chair being slid across a floor butterfly and an asymmetric Machine' game. 'If the Graph' video where a curve 'Transformation Design
meet the learning and a person looking into a blotch. Teacher asks: 'Which machine's rule is to move moves dynamically. Teacher Challenge.' 'You are graphic
objectives. mirror. Teacher asks: 'When one feels more balanced? everything 4 units left and 2 asks: 'Can you describe the designers. Your task is to create
Apply the Learning the chair slides, does it change Why? If we fold the butterfly, do units up, and I put in the point pattern of its dance? Is it a simple logo using only
Design Principles by its size or shape? What about the wings match perfectly?' (0,0), what comes out?' jumping up? Is it flipping over?' transformations of the function y
thinking about how to: when you look in the mirror—is Students share their Students race to calculate the Students use descriptive = |x|.' Students brainstorm
your reflection exactly you, or is observations on balance and new coordinates mentally. language to interpret the shapes they can create
 make the something different?' Students orientation. motion. (mountains, diamonds, M-
objectives clear discuss how objects move Explore: shapes).
for the learners without changing form. Explore: Explore:
Students are given algebraic Explore:
 guide learners
 before letting Explore:
them try the task Students are given the graph of rules like g(x) = f(x+4) - 1. Students work with a 'Graph Using Desmos or graphing
on their own In groups, students use f(x) = sqrt(x). They are tasked They must take a set of Analysis' worksheet. They are paper, students create their
 check the state graphing paper to plot y = x^2. to plot g(x) = -sqrt(x) and h(x) = coordinates from a parent given transformed graphs visual representations. They
of the learners' Then, they are asked to plot y = sqrt(-x). In pairs, they describe function and transform them without equations and must must combine at least one
well-being, x^2 + 3 and y = x^2 - 3. the 'flip.' Teacher asks: 'Which mathematically before 'back-calculate' the translation and one reflection.
understanding, Teacher asks: 'Compare the axis acts as the mirror for g(x)? plotting. Teacher circulates transformations. Teacher asks: Teacher facilitates by asking:
and mastery points. What happened to Which one for h(x)?' Students and asks: 'Did you subtract 'By looking at the new vertex 'How did you get that V-shape to
 connect today's every y-value? Why did the observe changes in the domain from x or add to y first?' and the direction of the move to the third quadrant and
new concepts to whole curve move?' Students and range. opening, can you evaluate point downwards?'
notice the vertical shift without Experience: what constants were added or
past
a formal definition yet. Experience: multiplied?' Experience:
competencies
Teacher introduces combined
 encourage Experience: Formalization of Reflections: y transformations. Students Experience: Students present their designs
collaboration = -f(x) is a reflection across the practice solving exercises to the class. They must justify
among learners Teacher facilitates a discussion x-axis; y = f(-x) is a reflection where they must identify the Teacher leads a deep-dive into their choice of transformations
 invite learners to on vertical translations. 'If k is across the y-axis. Teacher parent function, the translation graph behavior. We discuss using mathematical language: 'I
reflect on why positive in f(x) + k, the graph asks: 'How does the orientation (h, k), and the reflection. how translations affect translated the absolute value
this matters to moves up. If k is negative, it of the graph change? Does the Teacher asks: 'In the equation intercepts and how reflections function 3 units right and
them moves down.' Then, the vertex move if it is on the axis y = -(x-3)^2 + 5, what are the affect the increase/decrease reflected it over the x-axis to
 ensure inclusion teacher introduces the of reflection?' Students three distinct changes intervals. Teacher asks: 'If we create the roof of the house.'
for learners' horizontal shift f(x-h), asking compare original parent happening to the parent y = reflect a function that was Peer feedback is given based
varied abilities students to predict y = (x-2)^2. functions to these reflected x^2?' Students justify their strictly increasing, what on the accuracy of their
Students often guess it moves versions, noting changes in answers using the algebraic happens to its behavior?' mathematical justifications.
left, then discover through symmetry. rules learned. Students conclude that
plotting it moves right. Teacher reflections flip the behavior Empathize:
asks: 'Why does the x-value Empathize: Empathize: patterns of the function.
need to be larger to get the Final reflection on the week:
same output?' This leads to Discussion on 'Reflection' in Connect algebraic rules to Empathize: 'How does mastering the
formalizing translation rules. personal growth. Just as a 'following a recipe.' If we language of transformations
graph reflects across an axis, change one ingredient (a Students discuss the help us describe the world more
Empathize: we reflect on our actions to see number in the equation), the importance of patterns in precisely?' Students recognize
a 'mirror image' of our progress result (the graph) changes nature. How do scientists use that math is not just about
Students reflect on how 'shifting and identify where we need to predictably. Understanding transformations to model numbers, but about describing
perspective' (translation) allows change direction. these rules helps us control changing patterns like the the movement and structure of
us to see the same object from outcomes in science and spread of a virus or the everything around us.
different starting points, relating engineering. trajectory of a projectile?
it to how different people start Understanding shifts helps us
at different points in life but can prepare for future changes.
follow the same path/function.

Learning Resources: Graphing paper, rulers, colored Geometric mirrors (miras), Algebraic Transformation Graph Matching Exercise Desmos Graphing Calculator
List down the learning pens, and the DepEd Pre- Patty paper for folding Worksheets and Scientific Cards and Projector for (online) or GeoGebra, Poster
resources that will help Calculus Learner's Material. exercises, and whiteboard Calculators. 'Mystery Graph' activity. boards, and Art materials.
you reach your markers.
objectives.

Opportunities for Physics: Connection to Fine Arts: Exploration of Computer Science: Social Studies: Analyzing Engineering/Architecture: Using
Integration: 'Displacement' and 'Vectors' symmetry and balance in Understanding how 'Sprite' 'Shifts' in population trends or transformations to duplicate and
Write down any where sliding an object composition, specifically movement in game economic graphs over time. position structural elements (like
possibilities to corresponds to a translation bilateral symmetry in drawing. programming is calculated windows or beams) in a
meaningfully anchor vector. using coordinate shifts (x + blueprint.
learning areas. delta).

Assessment. Assessments reveal what learners have gained and what they still need help with.

Formative Assessment: 1. If f(x) = x^2 is 1. The graph of y = sqrt(x) 1. Given f(x) = x, find the 1. A graph has a domain 1. Which equation
Create a task, activity, or translated 4 units up, is reflected across the equation after a of [0, inf). After a represents a V-shape
questions to evaluate what is the new y-axis. What is the reflection in the x-axis reflection across the y- graph shifted 4 units
learning and provide equation? (A) f(x) = x^2 equation? (A) y = - and a shift 2 units up. axis, what is the new right and 2 units down?
feedback. - 4 (B) f(x) = x^2 + 4 sqrt(x) (B) y = sqrt(-x) (A) y = -x + 2 (B) y = - domain? (A) [0, inf) (B) (A) y = |x-4|-2 (B) y = |
(C) f(x) = (x-4)^2 (D) (C) y = sqrt(x) - 1 (D) y (x + 2) (C) y = -x - 2 (-inf, 0] (C) (-inf, inf) x+4|+2 (C) y = -|x-4|-2
f(x) = (x+4)^2. Key: B = sqrt(x+1). Key: B (D) y = x - 2. Key: A (D) No domain. Key: B (D) y = |x-2|+4. Key: A
2. Which transformation 2. If a point (2, 3) is on 2. What are the 2. If the original graph 2. To create a 'mountain'
moves the graph of f(x) the graph of f(x), what coordinates of the has a y-intercept at (0, shape from y = |x|, one
to the left? (A) f(x+c) point is on the graph of vertex of y = (x+3)^2 - 5), where is the y- must apply which
(B) f(x-c) (C) f(x)+c (D) f(-x)? (A) (-2, 3) (B) (2, 7? (A) (3, -7) (B) (-3, - intercept of f(x) - 3? transformation? (A)
f(x)-c. Key: A -3) (C) (-2, -3) (D) (3, 7) (C) (-3, 7) (D) (3, (A) (0, 8) (B) (0, 2) (C) Reflection across x-axis
3. Identify the 2). Key: A 7). Key: B (3, 5) (D) (-3, 5). Key: (B) Reflection across y-
transformation: y = |x| 3. Which of the following 3. In the function g(x) = B axis (C) Horizontal shift
becomes y = |x-5|. (A) functions has f(x-h)+k, which 3. Observing the graph of only (D) Vertical shift up
Vertical shift up 5 (B) symmetry with respect variable controls the y = (x-10)^2, what only. Key: A
Vertical shift down 5 to the y-axis? (A) y = vertical translation? pattern is evident? (A) 3. In a visual presentation,
(C) Horizontal shift right x^2 (B) y = x^3 (C) y = (A) x (B) f (C) h (D) k. The whole parabola how is a horizontal shift
5 (D) Horizontal shift x+1 (D) y = sqrt(x). Key: D moved 10 units right. of 'h' units justified? (A)
left 5. Key: C Key: A 4. If f(x) = |x| is (B) The parabola By showing change in
4. What is the effect of 4. How does the transformed to g(x) = flipped. (C) The y-values (B) By showing
adding a negative sign orientation of y = -(x- -|x+1|, what is the parabola moved 10 change in x-values (C)
outside the function, as 2)^2 compare to y = (x- horizontal shift? (A) 1 units up. (D) The By showing the graph
in g(x) = -f(x)? (A) 2)^2? (A) It is shifted unit left (B) 1 unit right parabola got wider. flipping (D) By changing
Reflection over y-axis up (B) It is (C) 1 unit up (D) 1 unit Key: A the slope. Key: B
(B) Reflection over x- inverted/opens down. Key: A 4. Evaluate the effect: 4. When creating a graph
axis (C) Shift left (D) downward (C) It is f(x) = x^2 vs g(x) = (- of y = -f(x+2), which
Shift down. Key: B shifted left (D) It is x)^2. What happens to transformation should
narrower. Key: B the graph? (A) It flips be performed last to
(B) It shifts (C) It ensure accuracy? (A)
remains the same (D) Reflection (B)
It disappears. Key: C Horizontal shift (C) It
doesn't matter (D)
Scaling. Key: A
Ways Meaningful learning can also happen beyond the classroom.
Forward.
Extended Learning Summative Assessment: Performance Quiz on Graph Transformations involving multiple-choice and graphing components. Performance Task: Design a visual
opportunities: presentation (poster or digital) showing different graph transformations (at least 3 combined) and explain using a short essay or oral presentation how each
Suggest other learning transformation affects graph behavior (symmetry, intercepts, and vertex position).
experiences outside the
classroom/class hours.

Reflections: Reflect on student engagement: Did students struggle more with horizontal shifts or reflections? Note which groups successfully identified the 'h' constant in (x-h).
Think about what you Plan a remediation session for those who confused f(-x) with -f(x).
need to change for the
next session based on
what happened today.