School STO.

TOMAS INTEGRATED HIGH SCHOOL Grade Level 10

DAILY LESSON LOG Teacher ZHEKAINA S. BALAGAT Learning Area SCIENCE
Teaching Date and Time Quarter SECOND

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES

A. Content Standard
B. Performance Standard
C. Learning
Competency/Objectives
Write the LC code for each.
The learners should demonstrate an understanding of the different regions of the electromagnetic spectrum.
S10FE-IIa-b-47
Trace the Timeline of EM wave Describe how electromagnetic Compare the relative Identify materials that Produce and detect
theory (EM) wave is produced and wavelengths, frequencies, can block or allow radio radio waves
propagated. and energies of the waves to pass through.
different regions of the
electromagnetic spectrum. Compare the speed of
EM waves through
different materials.

II. CONTENT Electromagnetic Spectrum

Development of EM wave Electric and Magnetic Fields Electromagnetic Spectrum Characteristics of Electromagnetic
theory Electromagnetic Waves Spectrum (Radio
Wave)

III. LEARNING
RESOURCES
A. References

1. Teacher’s Guide pages pp. 118 pp.120 pp. 121 pp.121 pp.122

2. Learner’s Materials pp. 144 pp. 146-147 pp. 147-152 pp.149-150 pp.152-153
pages
3. Textbook pages

1
 4. Additional Materials
from Learning
Resource (LR)portal

B. Other Learning Resource http://inventors.about.com/od/ti http://orangeuy.com/waves-

melines/a/Electromagnets.htm and-electromagnetic-
spectrum-worksheet-
answers.html
IV. PROCEDURES

A. Reviewing previous lesson Recall Electromagnetic Define Electricity and Recall the properties of Recall the different Recall the different
or presenting the new Induction Magnetism Define Electricity EM waves. types EM waves. regions of the EM
lesson and Magnetism waves.

B. Establishing a purpose for Show pictures of the different
the lesson applications of EM Wave.(e.g.
remote & x-ray film)
C. Presenting Show pictures of the different
examples/Instances of proponents of EM wave theory.
the new lesson. (Based on their Homework
yesterday)
PICTURE ANALYSIS:
The students will analyze the
picture and identify which is
electric field and magnetic
field?
Does it travel in a medium?
What are the characteristics of
Electromagnetic wave?
(frequency,speed and
wavelength)
Solving sample problems.
Name the given pictures.
(See attachments)
Relate them to the types of
EM waves
Show a remote- How does radio wave
controlled car. What produce?
kind of EM waves it is?
How does a RC Car After the students know
move. the different regions of
the EM spectrum they
will perform an
experiment about the
radio wave.

V=ƛƒ
D. Discussing new concepts Perform Activity 1:How it came Compute the following Perform Activity Perform Activity 2: Now Perform Activity
and practicing new skills # about...The Electromagnetic problems on page 147 of the Electromagnetic Wave you go! Now you won’t! 3:Sound Check...on
1 Wave Theory. LM. (see attachment) page 152 of the LM.
(LM pp. 149-150)

2
E. Discussing new concepts
and practicing new skills #
2
F. Developing mastery
(leads to Formative
Assessment 3)
G. Finding practical
application of concepts
and skills in daily living
H. Making generalizations
and abstractions about
the lesson
I. Evaluating learning
Based on the activity what new
insights/learning did you get
about natural world?How did it
change your view about light?
What would happen if EM
waves were not discovered?
Proponents of EM Waves
Hans Christian Oersted
Andrei Marie Ampere
Michael Faraday
James Clerk Maxwell
Heinrich Hertz
Answer in the activity
Discuss the different types of
EM waves.
Enumerate the characteristics of
electromagnetic wave
A wave is a disturbance that
transfer energy.
EM waves can travel through a
medium but unlike other types
of waves, they can also travel in
VACUUM.
V=ƛƒ
Give another problem for the
3
.
Based on the activity Based on the activity Discuss the answer in
enumerate the types of which materials can the Guide questions.
EM waves. block or allow radio
Radio wave waves to pass through so
Micro wave that the RC car can
Infrared move.
Visible light
UV
X-ray
Gamma ray
Why do you think some When you are listening
materials block the EM to the radio,sometimes
wave? you hear static sound
how can you resolve
it?
Waves in the EM spectrum Electromagnetic waves
include the following from do not need any material
the longest wavelength to medium for their
propagation. They can
the shortest wavelength.
travel through a vacuum.
Radio wave They have high
speed.They are caused by
Micro wave
Infrared change in electric and
magnetic field.
Visible light
UV
X-ray
Gamma ray
Label the Pictures(see Answer in activity Answer in activity
 students to answer.(see attachment)
attachment)
J. Additional activities for Research for more scientist who Research about different
application or remediation made significant contributions in types of Electromagnetic
the Spectrum
development of the study on
the EM spectrum.
IV. REMARKS

V. REFLECTION
A. No. of learners who earned
80% in the evaluation

B. No. of learners who require

additional activities for
remediation
who scored below 80%
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?

4
 School Grade Level 10

DAILY LESSON LOG Teacher Learning Area SCIENCE

Teaching Dates and Time Quarter SECOND

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning Competency
/Objectives
Write the LC code for each.
The learners should demonstrate an understanding of the different regions of the electromagnetic spectrum.
S10FE-IIa-b-47 S10FE-IIe-f-47 S10FE-IIe-f-47 S10FE-IIa-b-47 S10FE-IIa-b-47
Describe how radio waves are Discover infrared and its Discover the effects of Define visible light. Compare and discuss the
generated,transmitted, and effect. UV rays? relative wavelength of
received. Explain the relationship microwave, x-ray and
Name the parts of the radio between frequency and gamma ray.
transmitter and receiver and give the energy carried by an EM Cite some applications
functions of each parts. wave. and uses to human
being.

II. CONTENT Electromagnetic spectrum

Radio waves Infrared Ultraviolet Visible light Micro wave,X-ray and
Gamma ray
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages pp.122-123 pp. 124-125 pp. 127-128 pp.127 pp. 124,128

2. Learner’s Materials pages pp. 153-154 pp.157-158 pp. 161-162 pp. 160 pp.155,162-163

3. Textbook pages
4. Additional Materials
from Learning
Resource (LR)portal

5
B. Other Learning Resource
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new
lesson
B. Establishing a purpose for
the lesson
C. Presenting
examples/Instances of
the new lesson
D. Discussing new concepts
and practicing new skills #
1 Then there was sound?(LM
https://www.google.com.ph/webhp?
sourceid=chrome-
instant&ion=1&espv=2&ie=UTF-
8#q=radio+waves
Recall how radio waves
produced.
We are familiar to a radio, can
you name the parts of it?
Do we know how it transmit and
receive sound?
How radio waves are
generated?
Divide the class into 5 groups. Let
each group perform Activity 4:
pp.153-154)
https://www.google.com.ph/we
bhp?sourceid=chrome-
instant&ion=1&espv=2&ie=UT
F-8#q=infrared+waves
Recall the wavelength and
frequency of infrared.
(as their previous lesson)
Use a dictionary to look up the
definition of of the prefix
infra,what does this tell you
about the position of infrared
radiation on the EM
spectrum?
Where do we use infrared?
Perform Activity 5: Its
getting hotter (LM pp. 157-
158)
6
https://www.google.com. https://www.google.com.ph https://www.google.com.ph
ph/webhp?sourceid=chr /webhp?sourceid=chrome- /webhp?sourceid=chrome-
ome- instant&ion=1&espv=2&ie= instant&ion=1&espv=2&ie=
instant&ion=1&espv=2&i UTF- UTF-8#q=x+ray+waves
e=UTF- 8#q=visible+light+waves
8#q=ultraviolet+waves
Recall the wavelength Enumerate the colors that Recall the wavelength of
and frequency of constitute the visible light. microwave,x-ray and
ultraviolet.(as their gamma ray.
previous lesson)
Look for the meaning The students will sing Show a picture of
ofultra , relate it to
the Nursery Rhyme:
Rainbow
microwave oven and x-
ray film.
the location of How many colors does Ask them how does these
ultraviolet radiation on the rainbow have? things very useful to us.
the EM spectrum. Each time it appear in
the sky.
Red Orange
Yellow and
Green Blue
and Indigo
the last one is
Violet.
Perform Activity 6: Discuss the different Define Microwave,X-ray
Screen UV out (LM colors of visible light. and Gamma ray.
pp.161-162) Identify the wavelength Describe how these
of each colors of visible radiation help us.
light.

E. Discussing new concepts
and practicing new skills #
2 experiment.
F. Developing mastery
(leads to Formative
Assessment 3)
G. Finding practical
application of concepts
and skills in daily living
H. Making generalizations
and abstractions about
the lesson
Let each group present their
observations in the experiment.
Clarify students’ misconception.
What common problems could
arise during transmission and
reception of radio waves?
What is the importance of radio
waves in our daily life?
Radio waves may interfere with
other signals. This makes
transmission and reception
difficult.
Let each group present their
observations in the
Aside from the given
applications in the book,
cite atleast 5 other
applications of infrared
radiation.
Infared was discovered by
a famous astronomer Sir
Frederick William
Herschel,it is a form of
radiation other than a
visible light.
Another applications of
infrared:
1. car locking systems
2. emergency response
7
Let each group
present their
observations in the
experiment.
The teacher facilitates
the discussion to clarify
students’
misconception.
Can ultraviolet radiation
damage our skin?
UV radiationlight has
shorter wavelengths than
visible light.
Although UV waves are
invisible to the human eye,
some insects, such as
bumblebees, can see them.
It is a type of radiation
that is produced by the
sun and some artificial
sources, such as
http://www.darvill.clara.n
et/emag/emagvis.htm
List down the different
colors present in visible
light.
Visible light is a form of
electromagnetic (EM)
radiation, as are
radio waves, infrared
radiation, ultraviolet
radiation, X-rays and
microwaves.
Generally, visible light is
defined as the wavelengths
that are visible to most
human eyes.
What is microwave?X-
ray? Gamma ray?
What is microwave
transmission?How does
microwave works?
What is the use of x-ray?
How are they produced?
What emits gamma ray?
How are they produced?
What are dangers of
gamma rays?
Enumerate the things that
prove that radiation is
useful to us.
Microwave radiation is
a form of
electromagnetic radiation
that has a frequency of
between 0.3 and 300
gigahertz, which places it
between radio and infrared
waves on the electromagnetic
spectrum. The corresponding
wavelengths
of microwaves are
 systems solariums. The
3. home security systems sun's UV radiation is the
4. headphones major cause of sunburn,
premature ageing, eye
5.computers damage and skin damage
a. mouse leading to skin cancer .
b. keyboards However, it is also the best
c. printers natural source of vitamin
D.
Light is a transverse,
electromagnetic wave that
can be seen by humans.
The wave nature
of light was first illustrated
through experiments on
diffraction and interference.
Like all electromagnetic
waves, light can travel
through a vacuum.
between 1 millimeter and 1
meter.
X-rays are a very energetic
form of electromagnetic
radiation that can be used
to take
images of the human body.
Gamma rays are the most
energetic form of
electromagnetic radiation,
with a very short wavelength
of less than one-tenth of a
nanometer. Gamma radiati
on is the product of
radioactive atoms.
Depending upon the ratio of
neutrons to protons within
its nucleus, an isotope of a
particular element may be
stable or unstable.

I. Evaluating learning Answer in the activity. Answer in the Activity. Answer in the activity Short Quiz (see Short Quiz (see
attachment) attachment)

J. Additional activities for

application or remediation

V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the
students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.

A. No. of learners who earned

80% in the
evaluation
B. No. of learners who
require additional

8
 activities for remediation
who scored below 80%
C. Did the remedial lessons
work? No. of learners
who have caught up with
the lesson
D. No. of learners who continue
to require remediation

E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with
other
teachers?

9
 School Southville 5-A National High School Grade Level 10
DAILY LESSON LOG Teacher Ms. Michelle V. Morauda Learning Area SCIENCE
Teaching Date and Time Quarter FOURTH

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

VI.OBJECTIVES

D. Content Standard The learners demonstrate an understanding of the image formed by the different types of mirrors and lenses.
E. Performance Standard The learners should be able to make informed choices on selecting the right type of mirrors or lenses for specific purposes.
F. Learning
Competency/Objectives
Write the LC code for each. S10FE-IIg-50 S10FE-IIg-50 S10FE-IIg-50 S10FE-IIg-50 S10FE-IIg-50

 Pre-assess students’  Compare the angle of  Describe the  Identify the  Differentiate a
knowledge about reflection and the angle image formed by relationship concave and
reflection of light in of incidence. plane mirror. between the convex mirror.
mirrors.  Show an number of images
 State one of the laws
understanding of formed and the
 Determine the height, of reflection. angle between the
reversal effect in
width, and the distance mirrors by writing two mirrors.
from the mirror of the laterally inverted  Use the gathered
image formed by plane letters and words. data to derive the
mirrors. formula for
 Compare the actual determining the
height, width and the number of images
formed when two
distance from the mirror mirrors are kept
of the object with that of at a certain angle.
the image formed by
plane mirror.

VII. CONTENT REFLECTION OF LIGHT IN MIRRORS

10
 Reflection of Light in Plane Reflection of Light in Plane Reflection of Light in Reflection of Light in Curved Mirror
Mirror Mirror Plane Mirror Plane Mirrors ( Activity
(Activity 1 Mirror, mirror, on the (Activity 2 Angle of Incidence (Activity 3 Mirror Left-Right 4 Who wants to be a
wall….) vs. Angle of Reflection) Reversal) millionaire?)

VIII. LEARNING
RESOURCES
C. References

5. Teacher’s Guide pages 136-137 138-139 139-140 140-141 141-142

6. Learner’s Materials 173-175 175-177 177-178 178-180 180-181

pages
7. Textbook pages

8. Additional Materials http://www.physicsclassroom.c http://www.rpi.edu/dept/phys/ http://www.physicsclassro http://www.physicsclass http://www.physicsclas

from Learning om/class/refln/Lesson-2/Image- ScIT/InformationTransfer/reflr om.com/class/refln/Lesson room.com/class/refln/Le sroom.com/class/refln/
Resource (LR)portal Characteristics efr/rr_sample/rrsample_05.ht ml -2/Image-Characteristics sson-2/Right-Angle- Lesson-3/The-
Anatomy-of-a-Curved-
Mirrors
Mirror
http://www.physicsclass
room.com/class/refln/Le
sson-2/Other-Multiple-
Mirror-Systems

D. Other Learning Resource

IX. PROCEDURES

K. Reviewing previous lesson Ask the students to answer the Recall the characteristics of Review the law of Review the image Review what a mirror is
or presenting the new pre-assessment (LM pp.169- 172) the image formed in plane reflection. formed by plane mirror. and what it is used for.
lesson mirror.

L. Establishing a purpose for Review students’ prior Ask a student to stand in You may ask the To introduce the
the lesson front of a plane mirror. The students supposed lesson, the teacher

11

M. Presenting
examples/Instances of
the new lesson.
N. Discussing new concepts
and practicing new skills #
1 small groups and let them
knowledge about light. teacher may ask the there are two mirrors at a may ask the following
following questions. right angle, what do you questions:
Ask the following questions: think will happen to your
1. Is your image image?  Have you seen
 What is the nature of exactly the same your image on
light? size as you are? the two sides of
 What is reflection? clear spoon? If
Where is it
yes, you may ask
apparently found? a follow-up
2. Raise your left question.
hand. What hand  What do you
does your image notice about
raise? your image on
each of the two
sides of the
spoon?
 How will you
compare your
image from the
two sides of the
spoon?
Ask the students to write the word Show a video clip. Show a video clip. Show a video clip on
“AMBULANCE” in a sheet of To learn more about the how light rays are
paper in the same manner as it is reflection of light, the teacher https://www.youtube.com/ https://www.youtube.co reflected on a concave
written in the ambulance car. Ask may show a video clip. watch?v=BPJ5CsGqtjU m/watch?v=ra1SozRvrh and convex mirror.
them also to bring the sheet in (https://www.youtube.com/wat E&t=79s
front of the mirror and read the ch?v=vt-SG7Pn8UU) https://www.youtube.com/ https://www.youtube.co
word “AMBULANCE”. watch?v=QsjbesdhM3w m/watch?v=5WwCP0k
U9lE
Solicit answers to the students
why it is written that way. https://www.youtube.co
m/watch?v=KV0ASy7K
E5I
To elicit the concept of Let the students perform activity Divide the class into small Let the students perform The teacher may pass
reflection, divide the class into 2 Angle of Incidence vs. Angle groups and let them Activity 4 Who around spherical mirrors
of Reflection (LM pp perform Actvity 3 Mirror Wants to be a labeled as
12

O. Discussing new concepts
and practicing new skills #
2 activity.
perform activity 1 Mirror, mirror,
on the wall…. (LM pp 173-174)
Note: Remind the students to
handle the mirror with care
because some mirrors have
sharp edges.
Let each group discuss their
observation in the activity.
The teacher clarifies students’
misconception regarding the
activity. The teacher may show a
video for the students to have a
deeper understanding about the
characteristics of the image
formed by plane mirror.
(https://www.youtube.com/watc
h?v=Poq3u7BFhqk)
176-177)
Note: Remind the students to
handle the mirror with care
because some mirrors have
sharp edges.
Warn the students to avoid
pointing laser to someone’s
eye.
Call a representative for each
group to present the result of the
The teacher clarifies students’
misconceptions regarding the
activity.
13
Left-Right Reversal Millionaire? (LM pp concave and convex
178-179) mirror. Ask the students
to tell the differences in
Class discussion on the terms of the shape and
data they have gathered images formed.
in the activity.
The teacher facilitates the
discussion to clarify
students’ misconception.
Note: Remind the
students to handle the
mirror with care
because some mirrors
have sharp edges.
Group discussion You may let the students
make a table of other
angles and let them
answer how many images
are formed.
P. Developing mastery
(leads to Formative
Assessment 3)
Q. Finding practical
application of concepts
and skills in daily living
R. Making generalizations
and abstractions about
the lesson
 Compare the distance
from the mirror of the
object with that of the
image.
 How do the height and
width of the object
compare with the height
and width of the image?
Why is the word
“AMBULANCE” written
in reversed?
The distance of the object from
the mirror is the same as the
distance of the image from the
mirror.
The height and the width of the
object is the same as the height
and width of the image as seen
from the plane mirror.
 How does the angle of
incidence compare with
the angle of reflection?
A periscope is an instrument
for observation over, around or
through an obstacle.
Explain how light travels in a
periscope.
The law of reflection states
that
“The angle of incidence is
equal to the angle of
reflection”
“ The normal line, incident
ray, and the reflected ray lie
on the same plane.”
14
Ask the students to describe
the image formed in plane
mirror.
(For an online assessment,
the teacher may create an
account in padlet.com and
ask the students to describe
the image formed by plane
mirror)
Example: You may visit
https://padlet.com/michelle
_morauda/PlaneMirrorIma
geFormation
The image formed by a
plane mirror is always erect,
virtual, laterally reversed,
same size as the object and
found to be apparently
behind the mirror.
What happens to the How will you
number of images differentiate a concave
formed as you vary the from a convex mirror?
angle between the
mirrors?
What relationship exists
between the number of
images formed and the
angle between two
mirrors?
Based on the data that you
have gathered, what is the
formula for determining
the number of images
formed by two mirrors?
Brainstorming activity Ask the students to tell
on the application of where they can apply the
reflection of light in concept of concave and
convex mirrors.
mirrors as in hallways,
parlors, etc.
As the between two A concave mirror is a
mirrors decreases, the curved mirror in which
number of images the reflective surface
bulges away from the
increases. Conversely, as
light source.
the angle between the
mirrors increases, the A convex mirror in
number of images
which the reflective
formed decreases. surface bulges towards
the light source.
The number of images is
inversely proportional
 to the angle between
two mirrors.
360
𝑁= −
1ɵ

Where N = no. of
images

ɵ = angle between

The mirrors placed

parallel facing each
other makes an infinite
number of images.

S. Evaluating learning 1. You might have noticed that Please refer to the Describe the image Please refer to the The teacher may post a
emergency vehicles such as attachment. formed by plane mirror. attachment. pictures and the
ambulances are often labeled on students will identify
the front hood with reversed what type of curved
lettering (e.g., ECNALUBMA). mirror.
Explain why this is so.
 Answer: Most drivers
will view the ambulance
in their rear-view mirrors.
As such, they will be
viewing an image of the
lettering. Such images
appear with left-right
reversal and so will be
viewed with the proper
orientation -
AMBULANCE.
2. If Suzie stands 3 feet in front
of a plane mirror, how far from

15

T. Additional activities for
application or remediation
the person will her image be
located?
 Answer: Suzie (the
object) is located 3 feet
from the mirror. Suzie's
image will be located 3
feet behind the mirror.
Thus, the distance
between Suzie and the
image will be 6 feet.
Let the students do a Think of an optical instrument For additional activity you
brainstorming activity on other that employs the concept of can make an assessment
possible signage. Ask them to reflection of light. through padlet.com.
cite the relevance to the society.
You may visit
https://padlet.com/michelle
_morauda/leftrightreversal

V. REMARKS

X. REFLECTION
H. No. of learners who earned
80% in the
evaluation
I. No. of learners who
require additional
activities for remediation
who scored below 80%
J. Did the remedial lessons
work? No. of learners
who have caught up with
the lesson

16
K. No. of learners who
continue to require
remediation
L. Which of my teaching
strategies worked well?
Why did these work?
M. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
N. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?

17
 School Southville 5-A National High School Grade Level 10
DAILY LESSON LOG Teacher Ms. Michelle V. Morauda Learning Area SCIENCE
Teaching Date and Time Quarter FOURTH

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES

A. Content Standard The learners demonstrate an understanding of the image formed by the different types of mirrors and lenses.
B. Performance Standard The learners should be able to make informed choices on selecting the right type of mirrors or lenses for specific purposes.

C.Learning
Competency/Objectives Write
the LC code for each. S10FE-IIg-50 S10FE-IIg-51 S10FE-IIg-51

 Describe the location,  Construct ray diagrams  Determine the

size, and orientation of to determine the image size and
the images formed by location, orientation, distance
curved mirrors. operationally.
size and type of images
 Appreciate the formed by curved
importance of concave mirror.
and convex mirrors in
everyday life.

II. CONTENT REFLECTION OF LIGHT IN MIRRORS

Images Formed by Curved Image Formed by Curved The Mirror Equation
Mirrors Mirrors through Ray Diagram

III. LEARNING
RESOURCES
A. References

18
 1. Teacher’s Guide 141-144 145-147 148-50
pages
2. Learner’s 182-184 185-189 190-194
Materials pages
3. Textbook pages

4. Additional
Materials from
Learning
Resource
(LR)portal
B. Other Learning http://www.physicsclassroom.c http://www.physicsclassroom. http://www.physicsclassro
Resource om/class/refln/Lesson- com/class/refln/Lesson-3/Ray- om.com/class/refln/Lesson
3/Reflection-of-Light-and- Diagrams-Concave-Mirrors -3/The-Mirror-Equation
Image-Formation
XI. PROCEDURES

A. Reviewing previous Review the differences Recall the image formed by Recall the image formed by
lesson or presenting between a concave and a curved mirrors. curved mirrors through ray
the new lesson convex mirror. diagram.

B. Establishing a Tell the students that based on
purpose for the their previous discussion that a
lesson concave and a convex mirror
formed different images.
Tell the students that another
way of describing the image
formed by curved mirrors is
through ray diagram.
Tell the students ray 
diagrams provide useful
information about the image
formed but it does not
provide the information in
quantitative form.

C. Presenting The teacher will show a video The will present the four Introduce the mirror
examples/Instances of clip of the images formed by a principal rays in curved mirrors equation. (Refer to LM
the new lesson. concave and convex mirror. that is used in ray diagramming. p.190)
(Refer to LM pp 185-186)
Show a sample problem.
Note: Instruct the students to
use four rays as much as Note: To avoid mistake in
the problem solving part,

19

D. Discussing new Let the students perform
concepts and Activity 5 Images Formed by
practicing new skills Curved Mirrors (LM pp 182-
#1 184)
Let the students present their
observation. The teacher
facilitates the discussion to clarify
students’ misconception.
E. Discussing new
concepts and
practicing new skills
#2
F. Developing mastery What happens to the size and
(leads to Formative location of the image when you
Assessment 3) bring the object nearer to the
concave mirror? Convex mirror?
possible but tell them that at make sure that the sign
least two rays are needed to conventions were made
locate the image. clear among students.
(Refer TG p.145)
Let the students perform To ensure mastery on the
activity 6 Are you L-O-S-T concept of mirror equation,
after Reflection? (LM pp 187- let the students answer the
188)
problem solving (LM pp.
Note: Emphasize the accuracy 192-193)
of measurement of the focal
Boardwork
point, F and center of
curvature, C.
Instruct the students to use
different colors of ink for
incident and reflected ray.
Let the students make a
concept map on the
difference of the images
formed on a concave and
convex mirror.
How does the location of the Give more problem
object affect the characteristics solving.
and location of the image
formed in a concave mirror?
Convex mirror?
20
 G. Finding practical Cite practical applications of
application of concepts concave and convex mirror.
and skills in
daily living
H. Making The size of the image increases
generalizations and and the location moves farther
abstractions about when you bring the object near
the lesson
the concave mirror.
The images formed by a
concave mirror can be real or
virtual depending on the
location of the object.
The images formed by convex
mirrors are virtual.
To generalize the topic on image
formation through ray diagram,
the teacher may ask the students
the location, orientation, size
and type of image formed in
curved mirrors given different
object location.
The mirror equation
applies to both concave
and convex mirror.
However, for all locations
of objects in front of the
convex mirror, the image
always appears as if it is
located behind the mirror.
The image formed by a
concave mirror may be real
or virtual depending on the
object location.

I. Evaluating learning Answer guide questions Answer the guide questions in Refer to the attachment.
Activity 5. activity 6.
J. Additional activities for You may create an online quiz
application or through padlet.com and ask
remediation the students the application of
concave and convex mirror.
VI. REMARKS

VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for
remediation who

21
 scored below 80%
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these
work?
F. What difficulties did I
encounter which my
principal or supervisor
can help
me solve?
G. What innovation or
localized materials did
I use/discover which I
wish to share
with other teachers?

22
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