Philippine Normal University

Taft Avenue, Manila

Department of Mathematics

A Detailed Lesson Plan in

Grade 10 Mathematics on
Graphs of Polynomial Functions

Submitted by:

Baquir, Angelica B.
III-26 BSMT

Submitted to:

Prof. Gladys C. Nivera

October 14, 2015

Final Copy
I.

Objectives
At the end of the 40-minute period, 80% of the students with at least 75%
level of proficiency should be able to:
A. Recognize the graphs of polynomial functions.
B. Translate the graphs of y=x horizontally or vertically.
C. Determine the end behavior of graphs of polynomial functions using
the Leading Coefficient Test.
D. Use Graphmatica to know and compare the graphs of polynomial
functions.
E. Decide the appropriate action during lifes ups and downs.

II.

Subject Matter
Topic: Graphs of Polynomial Functions
Materials: Graphmatica and worksheets
Reference:
Mendoza, M. & Oronce, O. (2010). E-math: Advanced Algebra and
Trigonometry. Manila: Rex Book Store, Inc.
Bernabe, J., Dilao, S., & Orines, F. (2009). Advanced Algebra,
Trigonometry and Statistics. Quezon City: SD Publications, Inc.
Nivera, G. & Lapinid, M.R. (2013). Grade 10 Mathematics: Patterns and
Practicalities. Makati City: Don Bosco Press, Inc.

III.

Instructional Strategies
A. Preparatory Activities
1. Prayer
2. Greetings
3. Checking of Attendance
B. Developmental Activities
TEACHERS ACTIVITIES
1. Motivation

STUDENTS ACTIVITIES

Class, at your young age, has anyone of

you already experienced hardships in life?

Yes. Most of them are because of my

studies and financial security.

How about those moments you can never

forget because of the extreme happiness
you felt?

Yes. I experienced them because of my

family and friends.

Now, try to look at the roller coasters ups

and downs (Figure 1). With your answers
to the questions earlier, How is your life
going? Can you explain it by relating it to a
roller coaster ride?

Yes, my life is like on a roller coaster

ride. There are times that I struggle with
problems and challenges but solutions
and happiness always come to bring
hope at the end.

Just like a linear function which can have a

graph like this (Figure 2), and a quadratic
function that can have this graph (Figure
3), other functions can have graphs which
resemble the roller coaster here.
Figure 1:

Figure 2:

Figure 3:

2. Lesson Proper
In learning the graphs of polynomial
functions, we will start first in identifying
which graphs are of polynomial functions
and which are not. Take a look at the
illustrations.

The graphs of polynomial functions do

not have sharp points. They are smooth
which make the graphs look like waves.

Graph of polynomial
function

Not a graph of
polynomial function

Now look at the sharp points of graphs

that are not of polynomial functions. How
can you compare them to the graphs of
polynomial functions?
How can you describe the graphs of
polynomial functions with regards to the
holes and gaps which can be seen in the
graphs that are not of polynomial
functions?
Aside from looking at the graphs, what
makes each polynomial function
continuous based on its domain?
Let us use Graphmatica to show the
graphs of some polynomial functions.
Compare the three graphs as shown
below each category.
Here are the examples:
a. f(x)= x, g(x)= x-3 and h(x)= x+3
Well start with the graph of x.

The graphs of polynomial functions are

continuous as they have no gaps or
holes.

Every polynomial function with real

coefficients has the set of real numbers
as its domain; hence, it is a continuous
function.

Now look at the graph of g(x)= x-3 in

green

And the graph of h(x)= x+3 in brown

Starting with the graph of y=x, the

graph of y=x-3 shifted three units
downward while the graph of y=x+3
shifted three units upward from the
graph of y=x.
The graph was translated vertically.
Now based on your observation, how did

the graphs shift upward and downward

starting with the function y=x?

Was the graph of y=x translated vertically

or horizontally?
The movement is called vertical
translation. Vertical translation occurs
when the graph of y=x+k, starting with the
graph of y=x is translated (or shifted) up
or down.
Lets proceed to the next set of examples.
b. f(x)= x3, g(x)= (x+2)3 and
h(x)= (x-2)3
Look at the graph of f(x) in blue

Heres the graph of g(x) in maroon

And the graph of h(x) in red looks like

Starting with the graph of y=x, the

graph of y=(x+2) moved two units to
the left and the graph of y=(x-2)
moved two units to the right.

Now based on your interpretation, how did

the graphs shift to the left and to the right
starting from the graph of y=x?

Yes, because the graphs moved either

to the left or to the right showing a
horizontal movement.

Does it represent a horizontal translation?

It is horizontal translation if given the

graph y= (x-h), starting with the graph
y=x, is translated (or shifted) to the left or
to the right.

Another important characteristic of a

polynomial function is its end behavior.

The first symbol is called positive

infinity while the other is negative
infinity

The leading coefficient is the coefficient

of the highest power of the variable.

The end behavior is the behavior of the

graph of a function to the far left or far
right. This can be described with the
symbols + and -. What do you call
these symbols?
The end behavior also depends on the
degree of the function and the sign of its
leading coefficient. Who can recall the
definition of a leading coefficient?
Now observe and tell the end behavior of
the graphs by using the leading coefficient
test.

The end behavior shows that the left

arrow falls to the left and rises to the
right.

This type applies to functions whose

degree is odd and whose leading
coefficient is positive. What is the end
behavior?

The end behavior shows that the left

arrow rises to the left and falls to the
right.

This type applies to functions whose

degree is odd and whose leading
coefficient is negative. What is the end
behavior?

The end behavior shows that the left

and right arrows rise.

This type applies to functions whose

degree is even and whose leading
coefficient is positive. What is the end
behavior?

The end behavior shows that the left

and right arrows fall.

This type applies to functions whose

degree is even and whose leading
coefficient is negative. What is the end
behavior?

The graphs of polynomial functions are

smooth and continuous.

3. Generalization
How can you identify a graph of
polynomial function?

The graph is translated k units up.

The graph is translated lkl units down

Compared to the graph of y=x, how is the

graph of y= x+k translated
a. if k > 0?
b. if k < 0?

The graph is translated h units to the

right.
The graph is translated h units to the
left.

Compared to the graph of y= x, how is the

graph of y=(x-h) translated
a. if h > 0?
b. if h < 0?
Look at the chart:

When the degree of both functions is

odd and the leading coefficients of each
one is either positive or negative.
When do graphs show opposite direction
of left and right arrows in their end
behavior?
When do graphs show the same direction
of left and right arrows in their end
behavior?
4. Application
Lets apply the skill you learned from this
lesson. The activity for today will be
focused on Vertical and Horizontal
Translations.

When the degree of both functions is

even and the leading coefficients of
each one is either positive or negative.

I have here a Big Cartesian Plane and

some random graphs (these are cut-out
graphs which are already printed in
acetate paper making them transparent so
the students will still be able to see how
the graphs look on a Cartesian Plane)
where you will choose your answers. All
you have to do is when I post a graph of
y=x (ex. y=x or y=x), be alert for the
next equation Ill tell you because it will be
the basis of your answer. The follow-up
graph will either be y=x+k or y= (x-h)
( ex. y=x+3 or y=(x+2) ). After telling you
the equation, anyone who knows the
graph may raise their hands. Once a
student is called, he/she will go in front,
find from the random graphs the graph of
the equation Im looking for, put it on the
Cartesian Plane and tell whether it is a
Vertical or Horizontal Translation. If the
answers correct, the student will receive a
prize.
(The activity will finish once three students
accomplish complete and correct
answers).
5. Evaluation
See Worksheet #1 for the evaluation. All
you have to do is answer the following
questions given and fill in the blanks.
6. Assignment
For your assignment, try to answer this
question. Is it possible for the graphs of
polynomial functions to show a
combination of vertical and horizontal
translations? Write your answer in a one
whole sheet of intermediate paper.