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Comprehensive Grade 6 Mathematics Lesson Plan on Geometric Transformations

Explore translation, reflection, and rotation in geometry through interactive lessons designed for Grade 6 students to develop spatial reasoning and problem-solving skills.

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Lesson Plan for Mathematics 6 - Week 2 Lesson Transformations on Geometry: Translation, Reflection, Rotation. Learning Area/s Mathematics Teacher-Developer/s Joan L. Judilla (TEACHER-DEVELOPER), Grace Simon (CONTENT EVALUATOR), and Roxane Mae D. Nacua (LANGUAGE EVALUATOR) Grade Level and Section Grade 6 No. of Sessions 4 References (books, websites, toolkits, etc.)  Department of Education. (n.d.). Revised K to 10 curriculum. Department of Education. Retrieved from https://www.deped.gov.ph/revised-k-to-10-curriculum/  Department of Education. (n.d.). Grade 6 mathematics curriculum standards. Retrieved from https://depedligaocity.net/baw_math_4-6.pdf  National Governors Association Center for Best Practices, & Council of Chief State School Officers. (2010). Common Core State Standards for Mathematics. Retrieved from https://thecorestandards.org/Math/Content/6/NS/  YouTube. (n.d.). Transformations in geometry [Video]. Retrieved from https://www.youtube.com/watch? v=thzCBXpo2S4&t=67s Declaration of AI Use (Cite how AI was used in the formulation of the lesson plan. See DO 3 s. 2026 Annex A.) Artificial Intelligence (AI) was utilized as an assistive tool in the development of this lesson plan. Specifically, AI supported the generation of instructional ideas, organization of learning experiences, formulation of assessment strategies, and enhancement of the clarity, coherence, and structure of lesson components. AI-enabled platforms, including Copilot, ChatGPT, Dola, and Brisk Teaching, were used during various stages of the planning process.
All AI-generated suggestions and outputs were critically reviewed, evaluated, revised, and validated by the teacher-developer to ensure alignment with the MATATAG Curriculum, learning competencies, learner needs, and contextual classroom requirements. Professional judgment was exercised in all instructional decisions, and the teacher-developer maintained full responsibility and accountability for the accuracy, appropriateness, implementation, and final content of this lesson plan. This declaration is made in accordance with the transparency, accountability, and ethical use provisions outlined in DepEd Order No. 003, s. 2026, Annex A. Intentions Learners appreciate how shapes can move, flip, and turn while maintaining their size and form. By investigating transformations found in everyday life, they develop spatial reasoning skills and gain confidence in representing and explaining geometric relationships in meaningful contexts. Learning Competency Write the competency/ies from the curriculum that we are targeting, and the content or performance standards applicable to the sessions. Note: No Learning competency (LC) should be taught in isolation. Content Standard:  The learners should have knowledge and understanding of tessellation of shapes, translation, reflection and rotation with shapes. Performance Standard:  The learners are able to tessellate a surface using different shapes. Learning Competencies:  Draw resulting images of shapes that undergo translation, reflection, rotation. Learning Objectives At the end of the At the end of the At the end of the At the end of the lesson,
Write the smaller knowledge, skills, or tasks from the competency that the learners will work on and be able to show by the end of the sessions. lesson, the learners will be able to: 1. Define translation and identify its key characteristics. 2. Draw translated images horizontally, vertically, or diagonally on grids. lesson, the learners will be able to: 1. Identify shapes that have been reflected across horizontal, vertical, or diagonal lines. 2. Construct reflected figures on graph paper, ensuring equal distances from the line of reflection. lesson, the learners will be able to: 1. Explain how shapes rotate around a fixed point at specific angles (90°, 180°, 270°, 360°). 2. Draw shapes that are turned on a grid and match their corners correctly. the learners will be able to: 1. Compare translation, reflection, and rotation. 2. Apply these transformations to solve problems, create patterns, and interpret resulting images. Learner Context Write your observations of your learners, and how they have been performing or responding to learning experiences recently. Include strengths, interests, and possible barriers to learning.
Learning Experience Learners explore translation, reflection, and rotation through real-life examples, hands-on activities, and collaborative tasks. They investigate how shapes move while preserving their size and shape, share ideas with peers, and apply their understanding through guided and independent practice. Through reflection and meaningful discussions, learners connect geometric transformations to patterns, designs, and situations in everyday life while developing spatial reasoning, problem-solving, and communication skills. Session 1: June 22, 2026 Session 2: June 23, 2026 Session 3: June 24, 2026 Session 4: June 25, 2026 Session 5: June 26, 2026 Pre-Lesson Describe how you will help the learners get ready for the lesson. Motivation:  Introduce the lesson by presenting images and engage learners through guided questions. -sliding glass door -moving escalator -car driving straight -shapes moving on grid lines. Review:  Recall the previous lesson by doing the Slide and Match activity on the grid.  Teacher’s Instruction: -I will show you a triangle at position A. -Your task is to Review:  Begin the session with a review—do the Mirror the Picture activity.  Teacher’s instruction: •Imagine the grid has a mirror line. Reflect the shape across the line to see its mirror Review:  Teacher plays a short video clip and asks learners to identify the transformations shown in each image. https:// www.youtube.com/ watch? v=thzCBXpo2S4&t= 67s
Teacher’s questions and possible answers:  What do you notice about how these objects move? → They slide or move to a new place without changing how they look.  Do they turn upside down or flip over when they move? → No, they don’t flip or turn. They stay facing the same way.  Do they get bigger or translate (slide) the triangle 3 units to the right and 2 units up. -After you move it, compare your new triangle with the answer key to check if your translation is correct. image. •A green triangle is placed on one side of a vertical line (mirror). •Learners reflect it across the line to create its mirror image. •A red “L” shape is placed above a horizontal line. •Learners reflect it below to see the flipped version. Partner Check: •One student reflects, the other verifies if the mirror Motivation:  Learners do the warm-up activity, Pattern Hunt Around Us  Teacher gives Cue: “Look around the classroom, your clothes, or even the floor tiles at comfort rooms. Do you notice shapes that repeat, flip, or turn? These are transformations at work!” Give directions for the task: •Observation Walk: Ask learners to
smaller? → No, they stay the same size and shape. Motivation:  Start the lesson with this activity- “Mirror, Mirror Challenge”  Teacher shows a mirror and places a simple cut-out shape beside it.  Learners observe how the image appears on the other side. image is correct, then they switch roles. Motivation:  Learners do the physical demonstration while the teacher gives the command.  Learners stand and rotate their bodies.  Teacher calls out: quickly scan the room or their belongings (tiles, windows, logos, clothing patterns). •Spot & Share: -A repeated design = translation -A flipped image (like symmetry in logos or letters) = reflection -A turned design (like ceiling fans or flower petals) = rotation • Learners share one example they spotted.
 Learners pair up: one makes a hand gesture, the other mirrors it exactly. Teacher’s question and possible answer:  Does the shape change in size when flipped? What happens to its orientation? →The shape remains the same size but it flipped across the line. "90° clockwise!" "180°!" "270° counterclockwise!" “360” Flow Describe the activities that you can implement in one or 1. Introduction of Concept:  The teacher presents the lesson 1. Introduction of Concept  “Today, we’ll connect the mirror 1. Introduction of Concept  Say: “This time, we 1. Introduction of Concept:  Teacher connects it back to
more sessions to meet the learning objectives. Apply the Learning Design Principle make the objectives clear for the learners; guide learners before letting them try the task on their own; check the state of the learners’ well-being, understanding, and mastery over the lesson; connect today’s new concepts to past competencies; encourage collaboration among learners; invite learners to reflect on why this matters to them; and objective.  Say: Today, we will learn how to draw shapes after they move from one place to another without changing their form or direction. This is called TRANSLATION — means sliding a shape to a new place without turning or flipping it. 2. Explicit Instruction: challenge to reflection on a grid —shapes flip across a line, and we’ll draw the reflected figures.” 2. Explicit Instruction:  Teacher asks: *What is Reflection? •A transformation where a shape is flipped over a line (the mirror line or line of symmetry) •The reflected shape is the same distance from the mirror line as the original. will connect the movements you just demonstrated with how shapes rotate on a grid. Just like your bodies turned at 90°, 180°, 270°and 360° shapes can also rotate around a fixed point. Let’s explore how these rotations work in mathematics.” 2. Explicit Instruction: •Rotation: A transformation where a shape turns around a point (usually the origin). the day’s objectives: “Today, we’ll learn how to identify similarities and differences among these transformations, and then apply them to solve problems and create our own patterns. 2. Explicit Instruction:  'The teacher asks learners to define the following terms. Translation → slide, same orientation.
ensure inclusion for learners’ varied abilities, learning styles, and contexts.  A transformation is a movement or change in the position of a shape on a plane. The original shape is called the pre- image, and the shape after the movement is called the image.  Teacher explains the lesson by showing visual aids: large grid chart and step- by-step drawing guide. Translation means sliding or moving a •The shape is reversed but the same size. Key Vocabulary: Mirror line (or line of symmetry): the line over which the shape is flipped Vertical line: up and down (like a standing mirror) Horizontal line: left and right (like a table surface) -- Diagonal line: at an angle *Reflected image: •Important Notes: -The size and shape do not change. -Only the orientation changes. •Rotations are measured in degrees (°). Key Vocabulary: • Center of rotation: the fixed point around which the shape rotates •Angle of rotation: how many degrees the shape turns (90°, 180°, 270°, 360°) •Clockwise: rotation Reflection → flip, orientation changes, symmetry created. Rotation → turn, orientation changes, shape preserved. 3. Discussion - Create Comparison Chart with the learners Transformation Now, let's put it all together! Here's a side-by- side look at how each transformation moves a shape — and what makes each one unique.
shape from one place to another on a grid. When we translate a shape: - ✅ Size stays the same - ✅ Shape stays the same - ✅ Direction stays the same - ❌ Only the position changes  How to Draw the Translated Image: 1. Look at the original shape on the grid. 2. Read the flipped version of the shape  Types of Reflection: *Vertical Reflection (Flip across a vertical line) The left side becomes the right side. Example: Butterfly wings; your face in a mirror *Horizontal Reflection (Flip across a horizontal line) The top becomes the bottom. direction like a clock hand (→) •Counterclockwise: rotation direction opposite to a clock hand (←) •Rotated image: new position after rotation •Angle Measures: -90° (quarter turn): one-quarter of a full circle -180° (half turn): halfway around; the shape is upside down -270° (three-quarter turn): three- All three keep the shape congruent, but they each do something different to its position or orientation. o Feature: -Motion Type -Key Reference -Orientation -Shape and Size -Everyday example o Translation -Slides in one direction -Direction-distance -Same as original -Unchanged / -Sliding a book o Reflection -Flips over a line
instructions: how many units to move and which direction (up, down, left, right). 3. Count the correct number of squares from every corner point of the shape. - Up: move towards the top of the grid - Down: move towards the bottom of the grid - Left: move towards the left side of the grid - Right: move towards the right side of the grid Example: A mountain reflected in a lake; a person standing on their head *Diagonal Reflection (Flip across a diagonal line) The shape is flipped at an angle. Example: Some geometric patterns quarters of a full circle -360° (full turn):complete circle; back to the original position  Task: 90° Clockwise Rotation •Draw a simple shape (like an L or arrow) on grid paper •Mark the center of rotation with a dot. •Rotate the shape 90° clockwise around the center. •Color the original -Line of reflection -Reversed (mirror) -Unchanged / -Mirror reflection o Rotation -Turns around a point -Center-angle- direction -Changed by angle -Unchanged / -Spinning a top *How to Identify -Position changes; shape stays same Ask:
4. Mark the new points you counted. 5. Connect the new points to draw the new shape.  Modelling: •Example shown: original square at position (3, 2) moved 4 units right and 2 units up → new shape drawn correctly. 4. Activities: 4. Activities A. Guided Practice:  Think, Pair and Share “Mirror Partner Challenge”  Instruction: •Each pair gets a worksheet with grids showing shapes placed near a mirror line (vertical or horizontal). •Partner A: Draw the reflected image of the given shape across the mirror line. blue; color the rotated image red. •Draw an arc showing the rotation. 4. Activities: A. Guided Practice:  Think, Pair and Share •Partner A: Draws a shape and marks the center •Partner B: Rotates it by a given angle (e.g., "90° •How are translation and rotation different? •Can a shape be both translated and reflected? Show me. •Which transformation is used most in nature?" 4. Activities A. Guided Practice – •Think, Pair & Share  Learners work in pairs. •Partner A gives a transformation command (e.g.,
A. Guided Practice:  Pair and share Task – Slide and Draw": •Learners will be given task card to accomplish with their seatmate.  Say: Work with your partner. You will receive grid paper, a ruler, and task cards. Each card tells you which shape to draw and how many units to move it and in which direction. Each translation will be performed by row. •Partner B: Check if the reflection is correct by measuring distances from the line. •Switch roles for the next shape.  Ask: -How did the shape move? What stayed the same? What changed? Ask: -"Can an object have more than one line of symmetry? Show me." clockwise") •They check the rotation •Then switch roles Ask questions during practice: •"How many 90° rotations equal one 360° rotation?" •"If you rotate a shape 90° clockwise, then 90° counterclockwise, where does it end up?" •"Can you create a rotation pattern with 45° angles?" “Reflect across y- axis”). •Partner B performs it on graph paper. •Switch roles. Teacher circulates, asking: “What changed in your shape?” B. Collaborative Practice- Grouping  Teacher Instructions: •Divide class into small groups. •Task: “Design a mini-pattern using at least one translation, one reflection, and one
Task Card: •Partner A: Gives translation instructions. •Partner B: Performs the translation on grid paper. •They check each other's work making sure the shape looks exactly the same, faces the same way, and is in the right place. -"If you reflect a shape across a vertical line, then reflect the image across a horizontal line, what happens?" B. Collaborative Challenge  Group 1 “Mirror Magic on the Grid”  Learners will explore reflection using real-life objects placed on a grid. •Materials -Grid paper -Small cutouts or B. Collaborative Challenge Group 1: •Learners will explore how real-life objects rotate at different angles (90°, 180°) on a grid.  Teacher Instructions •Provide each group with the worksheet showing real objects (airplane, pencil, duck, pizza slice) on grids labeled Start, 90°Turn, and 180°Turn.  Task: •Each group rotation.” •Groups sketch on chart paper. "Transformation Art Gallery" Project Requirements: Part 1: Choose a Theme Option A: Banig- inspired pattern (using translations) Option B: Butterfly design (using reflections) Option C: Jeepney art (using rotations) Teacher encourages creativity: “Think of
Then switch roles.  Ask: -If you translate a shape right, then left the same distance, where does it end up? B. Collaborative Activity – Team Translation Challenge  Learners form groups of 4 members. •Role Assignment: (Same Role pictures of real objects (e.g., apple, car, butterfly, cup) -Ruler and pencil  Instruction: •Place or draw each object on one side of a mirror line (vertical or horizontal). Label this as “Before.” •Flip or redraw the same object on the opposite side of the mirror line, keeping equal distance from the line. Label this as “After.” 🍎 Apple reflected observes the starting positions of the objects. •They rotate each object 90° clockwise and 180° around the center of the grid. •Groups draw or trace the rotated images and label the degree of rotation.  Ask: “What changed after rotation? What stayed the same?” borders, tiles, or mandalas.” Groups present briefly. Identify translations in real life.  Say: “Each group will identify how translation (sliding movement) appears in your assigned theme. You will prepare one example and show it through a quick sketch or a short explanation.” Art: Banig weaving (repeated sliding patterns).
assignment for the whole week) -Drawer: draws the original shape -Counter: counts the number of units to move -Marker: marks the new points on the grid -Checker: makes sure the drawing is correct. •Materials Needed: (per group) -large grid poster -shape stencils -task cards.  Learners across a vertical line — appears on the opposite side facing the other way. 🚗 Car reflected across a horizontal line — appears upside down below the line. 🦋 Butterfly reflected across a vertical line — wings swap sides. ☕ Cup reflected across a vertical line — handle changes side.  Ask: “What stayed the same? Group 2  Task: 270° Rotation •Draw a shape with a marked center •Rotate it 270° clockwise (or 90° counterclockwise) •Color and label Discussion: Nature: Rows of coconut trees. Everyday life: Tiles, sidecar stickers. Output: Groups present one example with a quick sketch or explanation. C. Independent Practice:  Say: On the board, demonstrate each transformation using a triangle or
perform the activity in groups. •Follow the instructions on each task card one by one. •Draw the original shape first, then draw its translated image. •After completing all tasks, present your work to the class. •Explain: What did you do? What stayed the same? What changed? •Display your What changed?” Group 2 “Mirror Me on the Grid”  Learners will reflect geometric shapes across a line of symmetry.  Teacher Instructions •Provide each group with a worksheet showing a vertical mirror line on a grid. Ask: “What changed after rotation? What stayed the same?” C. Independent Practice  Teacher distributes worksheets with shapes (triangle, square, rectangle) plotted on grids. •Give directions: -Rotate the square 90° clockwise. -Rotate the triangle 180°. -Rotate the rectangle 270° clockwise. square on a grid: •Translate: “Slide this triangle 3 units right.” •Reflect: “Flip this square across the y- axis.” •Rotate: “Turn this hexagon 90° clockwise.”
group’s work on the classroom board for everyone to see. Group 1 “Translation Treasure Hunt” •Materials Needed: -sheet of grid paper -colored pencils.  Challenge •Learners will hunt for hidden treasures by sliding shapes across the grid. Each translation clue will tell how to move shape. Example clue: “Move the triangle Task: •Each group draws a shape (triangle, square, or letter L) on one side of the line. •Then, they reflect it across the line by counting equal units. Color the original and reflected shapes differently. Grid with a bold vertical line in the center. •Remind learners to label both original and rotated shapes. 5. Application / Real-Life Connection Say: •Imagine a Ferris wheel at a carnival. Each seat rotates around the central hub as the wheel turns. Just like points on a coordinate grid, the seats move to new positions at specific angles (90°, 180°, 270°, 360°), but the distance from the center stays the same.  Ask learners: “What changed in translation?” (Position only) “What changed in reflection?” (Orientation, symmetry created) “What changed in rotation?” (Orientation, but shape preserved) Write comparison chart on board: Transformation Position Orientation Symmetry
3 units right and 2 units up.” •Each group starts with a shape at a given coordinate. •They follow 3 translation clues to move the shape step by step. •At the final position, they draw a small “treasure” symbol (like a star or chest). •Groups show their grid and explain how their shape moved. C. Independent Practice:  Materials: -Grid paper with mirror lines drawn -Colored pencils -Ruler Task: Vertical Reflection •Draw a simple shape (L-shape or triangle) on the left side of a vertical line. -Reflect it across 6. Generalization  Teacher asks these questions to the learners. -What stays the same when a figure is rotated around a fixed point? Possible Answer: The shape and size of the figure remain the same. -How does rotation Translation Changes Same No Reflection Changes Flipped Yes 5.Application/Real Life Connection Say: “These designs are seen in architecture, textiles, and nature.” Real-Life Application & Cultural Connection
•Celebrate each group’s “treasure discovery.” Group 2 Translate the shape 4 units to the right and 3 units up. Draw the new position of the shape. •The orange L-shaped figure on the left is the starting shape. •Learners must slide it according to the given translation. •They then draw the resulting image the line (flip it to the right side). -Color the original blue; color the reflection red. -Verify: measure distances from the mirror line. 5. Application / Real-Life Connection Situation: • Mirror in the Living Room Janine is getting ready for school. She stands in front of the mirror near the window differ from translation and reflection? Possible Answer: Rotation turns a figure around a point, while translation slides it and reflection flips it over a line. -Why is the center of rotation important in performing rotations? Possible Answer: It determines the point around which the figure turns and affects the position of the rotated image. Group Discussion Activity:  Scenario 1: Banig Weaving (Translation) •Show a photo of a traditional Filipino banig (woven mat) •Explain: "The weavers slide the same pattern over and over to create the design" •Learners identify which shapes are translated •Discussion: "How does translation make the weaving
on the grid in the dashed outline area. Group 3 Slide Right and Up Instruction: •On the grid, draw a triangle with vertices at (2, 2), (4, 2), and (3, 4). •Translate the triangle 3 units to the right and 2 units up. and waves her right hand. In the mirror, she notices that her reflection waves its left hand instead. The clock on the wall behind her also appears on the opposite side in the mirror image. 👉 Mathematical Connection: •The mirror acts as the line of reflection. •Everything in front of it appears flipped horizontally— objects keep their size and shape but faster?"  Scenario 2: Rotating Petals of a Gumamela Flower •In the school garden, students observe a bright red gumamela flower. •When they look closely, they notice that each petal seems to be turned around the center of the flower. •If you imagine tracing one petal and rotating it around the center point, it would match the position
Task: •Show the new triangle on the grid. •Label the new vertices clearly. C. Independent Practice:  Teacher gives the instructions on simple translation.  Learners do the activity on grid paper. • Draw a triangle with corners at (2, 2), (4, 2), and (3, 4). Label it: "Original Triangle". Translate it 3 units switch sides. 🏠 Extension Activity: •Ask students to draw a simple living room scene on grid paper: A mirror line in the center. A person, a clock, and a chair on one side. •Then, have them reflect each object across the mirror line to show how the image flips. of the next petal perfectly. •The center of the flower acts as the center of rotation. •Each petal is rotated at equal angles (like 60° or 72°) around this center, keeping the same shape and size but changing position.  Ask learners to draw a flower on grid paper: •Mark the center as the point of
to the right and 1 unit up. Draw both shapes. Ask: "If I translate a shape 5 units right, then 3 units left, where does it end 6. Generalization: Teacher Asks: -Across what types of lines can a shape be reflected? Possible Answer: Shapes can be reflected across horizontal, vertical, or diagonal lines. rotation. •Draw one petal, then rotate it around the center to form the full flower. •Label the rotation angles (e.g., 60°, 120°, 180°).
up?" "Is it possible to translate a shape in two directions at once? Explain how. 5. Application / Real-Life Connection  Identify translations in real life. 🏠 Situation: Floor Tiles in a House Imagine a living room floor covered with square tiles. Each tile has the same design. When the builder places one tile, then slides - How can we tell if a reflected figure is correct? Possible Answer: Each point of the reflected figure is the same distance from the line of reflection as the original point. - Does reflection change the size or angles of a shape? Possible Answer: No, the size and angles remain the same; only the position changes. - Across what Art: Symmetry in banig weaving, mandala designs. Nature: Butterfly wings, human face symmetry. Everyday life: Logos, road signs, mirrors.
another tile directly beside it (without rotating or flipping), the design repeats across the floor.  This is translation because the tile pattern is simply slid to a new position, keeping the same shape, size, and orientation. types of lines can a shape be reflected? Possible Answer: - Shapes can be reflected across horizontal, vertical, or diagonal lines. *Output: Groups present one example with a quick sketch or explanation. - What happens to a shape when it is reflected across a line? Possible Answer: The shape is flipped over the line, creating a mirror image. - How can we tell if a reflected figure is correct? Possible Answer: Each point of the
6. Generalization: Ask: -What is Translation? -What happened to the shape when it is translated? -How to draw the translated image? Possible Responses: - Translation is moving or sliding a shape on a grid. reflected figure is the same distance from the line of reflection as the original point. -Does reflection change the size or angles of a shape? Possible Answer: No, the size and angles remain the same; only the position changes. -Which transformation is most common in nature and why? Rotation is common in nature, as many objects move or
- When we translate a shape, its size, shape, and direction do not change. Only where it is located changes. - To draw the translated image, we count the correct number of units in the given direction and plot each new point correctly. - We can move shapes up, down, left, or right. grow around a central point (e.g., Earth’s rotation, flower petals). 6. Generalization  Teacher asks questions for the learners to answer. “What stays the same in all transformations?” Possible Answer: Shape, size “What changes?” Possible Answer: Position, orientation, symmetry Summarize: “Transformations help us move, flip,
and turn shapes without changing their size.” Learning Resources List down the learning resources that will help you reach your objectives. Ensure that they are available and inclusive. Include options and alternatives in case of emergencies. •https:// www.bbc.co.uk/ bitesize/topics/ zgthvcw/articles/ z96k9qt#zskx46f •Co-pilot https:// copilot.microsoft.co m/th/id/ BCO.a06b6ff4- 7cd2-4ac7-804b- 72ac2e858096.png •https:// uk.ixl.com/ maths/year-4/ translations • Slide presentation •Grid paper and cut-out shapes •Mirrors for demonstration •Pictures of local art and nature •https:// copilot.microsoft.c om/shares/ 8Vy4uGePEkoewp MLK7pH7 •https:// copilot.microsoft.c om/th/id/ BCO.25adfc9c- 2a61-48b0-ad0b- •Slide presentation •Grid paper and cut-out shapes •Tracing paper for rotations •Pictures of local art and nature •https:// copilot.microsoft.co m/th/id/ BCO.e5af904c- 19c4-4861-8bcf- cedacce3eb79.png •https:// copilot.microsoft.co m/shares/ Y4FvcL84UPFwTrC •https:// www.youtube.com/ watch? v=thzCBXpo2S4&t= 67s •https:// copilot.microsoft.co m/shares/ eeg4LaKx2uMQtpm JgBZDm •Slide presentation •Grid paper and cut-out shapes •Co pilot
•https:// worksheets.clipart- library.com/ worksheet/ translations-of- shapes-worksheet- 28.html •https:// copilot.microsoft.co m/th/id/ BCO.9c22f0b7- 56bd-47ff-b422- 0010cc83017e.png •https:// copilot.microsoft.co m/th/id/ BCO.300d0f4c-ffbe- 4baa-a079- 00b43fbdb0ec.png • ChatGPT Image May 24, 2026, 6a6592a6fc83.png •https:// copilot.microsoft.c om/shares/ hQnu2vptN6sBwni hhTzUE •https:// copilot.microsoft.c om/shares/ yHZtWn3Wy2ELC mt7f3N2M JpBYKS
12_47_26 AM •Brisk Teaching •Slide presentation •Grid paper and cut-out shapes •Pictures of local art and nature Colored pencils and markers Ruler Shape templates Photos of banig patterns Digital presentation with examples Opportunities for Integration Write down any possibilities to meaningfully integrate another learning area, special Arts: Create banig- inspired patterns using translations. Science: Observe translations in plant rows or •Arts: Create symmetrical patterns inspired by banig weaving or mandalas. •Science: Explore •Arts: Create circular mandala or banig patterns using rotations. •Science: Explore rotations in natural English / Language Arts Learners write a short descriptive paragraph explaining each transformation in
topic, or technology. Write N/A if none. animal footprints. Technology: Use Google Slides to drag shapes and simulate translations. Language: Learners describe translations in English and Filipino (slide → dumulas). Values Education: Highlight patience and collaboration in group tasks. symmetry in butterfly wings, leaves, and human anatomy. •Technology: Use Google Slides to flip shapes digitally. •PE: Mirror movement exercises (partner mimics the other’s actions). •Language: Learners describe reflections in English and Filipino (flip → baliktad). forms (sunflower spirals, planetary orbits). •Technology: Use Google Slides to rotate shapes digitally. •PE: Rotation exercises (body spins, arm rotations). •Language: Learners describe rotations in English and Filipino (ikot). •Values Education: Emphasize balance and harmony, showing how rotation in shapes their own words. Arts Learners design mandalas, tile borders, or tessellations using translation, reflection, and rotation. Science Study symmetry in nature — butterfly wings (reflection), sunflower spirals (rotation), crystal patterns (translation). Music Explore rhythm and repetition in music as a form of
mirrors cycles in life. translation (patterns repeating). Physical Education Learners perform body movements — sliding (translation), flipping (reflection), turning (rotation). Assessment Assessments reveal what learners have gained and what they still need help with. These are helpful in providing you with information to guide your future instruction. Formative Assessment Create a task, activity, or set of questions to evaluate learning and provide feedback. Include ways for learners to ask for guidance or support. Direction: Read each question carefully and choose the letter of the correct answer. 1. Which of the following best describes a translation? Direction: Read each question carefully. Draw and label your reflections accurately on graph paper. 1. Maria stands in front of a mirror Direction: Choose the correct answer for each question. For items with grids, plot the points, rotate the figure as instructed. 1. Which statement best describes a Direction: Read each item carefully. Select the letter of the correct answer. 1. Which transformation makes a figure look like its mirror
Remember to provide appropriate accommodations so all learners can demonstrate their understanding (e.g., varied response formats, small group options, visual or auditory supports). A. A shape is flipped across a line. B. A shape is turned around a point. C. A shape is slid to a new position without changing its size or orientation. D. A shape is enlarged or reduced. 2. If a shape is at (2, 3) and is translated 4 units right and 1 unit down, where is the new position? A. (6, 2) B. (6, 4) C. (2, 2) and notices her left hand appears on the right side in the reflection. What do we call this flipping of an image across a line? A. Translation B. Rotation C. Reflection D. Enlargement 2. A triangular road sign is drawn on graph paper with vertices at (1, 1), (3, 1), (2, 4). Task: Reflect the triangle across the x-axis. A. (1, -1), (3, -1), (2, -4) B. (1, 1), (3, 1), rotation in geometry? A. A shape slides to a new position without turning. B. A shape flips over a line to form a mirror image. C. A shape turns around a fixed point at a given angle. D. A shape changes size but keeps its form. 2. What happens to a figure when it is rotated 180° around the origin? A. The figure is flipped upside down B. The figure moves far to the right C. The figure is image? A. Translation B. Reflection C. Rotation D. Enlargement 2. Why is rotation considered a rigid transformation? A. Because the figure changes its size and shape. B. Because the figure flips over a line. C. Because the size and shape of the figure do not change, only its orientation and position. D. Because the figure stretches in one direction.
D. (4, 3) 3. Create a translation rule that would move a shape from the left side of the paper to the right side. A. Move left by 5 units B. Move right by 5 units C. Move up by 5 units D. Move down by 5 units 4. A delivery drone starts at the warehouse located at (0, 0). It needs to deliver a package by moving 6 units right and 3 units (2, 4) C. (-1, 1), (-3, 1), (-2, 4) D. (1, -4), (3, -4), (2, -1) 3. When a shape is reflected, its size and angles change. Question: True or False? 4. Draw a square with corners at (1, 1), (3, 1), (3, 3), (1, 3). Task: Reflect it across the y-axis. A. (-1, 1), (-3, 1), (-3, 3), (-1, 3) B. (1, -1), (3, -1), (3, -3), (1, -3) C. (1, 1), (3, 1), rotated to the opposite position D. The figure is reflected over the x- axis 3. After a 90° counter clockwise rotation, where does the point (2, 0) move? A. (0, 2) B. (–2, 0) C. (0, –2) D. (2, 0) 4. A triangle with vertices at A (2, 1), B (4, 1), and C (3, 3) is rotated 90° clockwise about the origin. What are the coordinates of the new vertices? 3. A Ferris wheel seat at (0, 3) rotates 180° around the origin. Where will it move? A. (0, –3) B. (3, 0) C. (–3, 0) D. (3, 3) 4. Triangle A (1, 2), B (3, 2), C (2, 4) is reflected across the y-axis. What are the new coordinates? A. A′(–1, 2), B′(–3, 2), C′(–2, 4) B. A′(1, –2), B′(3, –2), C′(2, –4) C. A′(–2, –1), B′(–2, –3),
up. What will be the drone’s final coordinates? A. (6, 3) B. (3, 6) C. (0, 3) D. (3, 0) 5. Which real-world example best illustrates the concept of translation? A. A butterfly flapping its wings. B. A person walking straight across a room without turning. C. A spinning Ferris wheel. D. A shape flipping over a mirror line. (3, 3), (1, 3) D. (-1, -1), (-3, -1), (-3, -3), (-1, -3) 5. Look around your classroom or home. Question: Give one real-life example of reflection. A book sliding across the desk B. A spinning ceiling fan C. Your face in a mirror D. A balloon getting bigger Answer Key: 1.Reflection 2. Reflected coordinates → 5. Point P (5, −2) is rotated 270° counter clockwise about the origin. What are the coordinates of the image point? Possible Answer: 1. C 2. C 3. A 4. 5. C′(–4, –2) 5. Learners design a square pattern by translating it 2 units right, reflecting it across the x-axis, and rotating it 90° around the origin. A. The square moves right, flips below the mirror line, and turns to face upward. B. The square moves left, flips above the mirror line, and turns to face downward. C. The square stays in the same place without changing orientation.
Possible Answer: 1. C 2. A → (6, 2) 3. B → Move right by 5 units (1, -1), (3, -1), (2, -4). 3. False 4. he reflected square has corners at: (−1, 1), (−3, 1), (−3, 3), (−1, 3) 5. Examples include mirrors, calm water surfaces, shiny floors, or sunglasses. Possible Answers: 1. C → Reflection 2. A → (1, -1), (3, -1), (2, -4) 3. B → False (Reflection D. The square moves right, flips below the mirror line, and turns to face sideways. Possible Answer: 1. B 2. C 3. A 4. A 5. The resulting image is a repeated square pattern showing symmetry and rotation, demonstrating how transformations can
4. A → (6, 3) 5. B. A person walking straight across a room without turning Rubric for Translation Work Criterion Accuracy of Translation: *Developing 1- Shapes are not correctly translated; errors changes orientation, not size or angles.) 4. A → (-1, 1), (-3, 1), (-3, 3), (-1, 3) 5. C→ Your face in a mirror create designs.
in direction or distance *Proficient (2)- Shapes are correctly translated; minor errors *Advanced (3)- All translations are accurate; complex translations correct Ways Forward Meaningful learning can also happen beyond the classroom—for both the learners and the teacher. Pause and reflect on what happened today. Extended Learning Opportunities Suggest other learning experiences outside the classroom/class hours that learners may want to access to reinforce what they have learned, to spark
their curiosity further, or to provide support in areas of difficulty. Reflections Think about what you need to change for the next session based on what happened today. Is there something the learners are interested in exploring? Are there things you would like to share with your co- teachers, parents, or school leaders about your classroom experience? What support would you like from your instructional coach?