Learning Area
Learning Delivery Modality
School
LESSON
EXEMPLAR Teacher
Teaching Date
Teaching Time
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Most Essential Learning
Competencies (MELC)
(If available, write the
indicated MELC)
II. CONTENT
A. References
a. Teacher’s Guide Pages
b. Learner’s Material Pages
c. Textbook Pages
d. Additional Materials
from Learning Resources
B. List of Learning Resources
for Development and
Engagement Activities
IV. PROCEDURES-5 minutes
INDICATOR 4
Establish safe and secure
learning environments to
enhance learning through the
consistent implementation of
policies, guidelines and
procedures.
Science
Limited Face-to-Face Modality
Tanza National Comprehensive Grade Level GRADE 9
High School
FRANCES ANNE B. BLANCAFLOR Learning Area PHYSICS
May 25, 2022 Quarter FOURTH
1 HOUR No. of Day/s 1 DAY
At the end of the lesson, learners are expected to:
a. Explain how energy is transformed during different activities or events.
b. Infer that the total momentum before and after collision is equal.
c. Apply the principle of different momentum to a real-life situation.
The learner demonstrates understanding on projectile motion, impulse and
momentum, and conservation of linear momentum.
The learners should be able to propose ways to enhance sports related to
projectile motion.
Infer that the total momentum before and after collision is equal.
S9FE-IVb-37
In week 3, you have learned that an external force is required to make an
object accelerate. Similarly, if we want to change the momentum of object,
an external force is required. There will be no change in momentum if there
is no external force. In this lesson, we will know how momentum is
conserved.
Science 9 Learner’s Module Unit 4 pp. 264-270
Quarter 4 Week 4 Learner’s Packet Science 9
Video link: https://www.youtube.com/watch?v=w2zQJ8JMlBA
Routinely Activities
a. Prayer
b. Checking of Attendance
c. Kumustahan session
d. Covid Safety Measures
 They will be reminded to use the language they are most comfortable with to
freely express their thoughts and ideas. Inclined with this, the teacher will
also use both English and Tagalog in the delivery of the lesson for students’
better understanding.

A. INTRODUCTION-5 minutes The lesson content and learning objectives will be presented so that the
students will have an idea on what to expect in the lesson. House rules will
also be set as to how they will accomplish the tasks assigned and when and
how will they submit their answers for each task. (10 minutes)

Students are expected to be asked about the topic last week by letting them
answer the following questions:

LOOKING BACK!

1. Which has more momentum, a heavy truck moving at 30 km/hr or a light

truck moving at 30 km/hr?
a. Heavy Truck
b. Light Truck
c. Both has the same momentum
d. Cannot be determined

2. Two identical cars are travelling along EDSA. Which of the two cars would
have a greater momentum?
a. The slower car
b. The fast faster car
c. Both has the same momentum
d. Cannot be easily determined

3. A bus and a car are travelling along EDSA having the same velocity. Which
of the two vehicles would have a greater momentum?
a. The bus
b. The car
c. Both has the same momentum
d. Cannot be easily determined

4. What is the momentum of the jeepney if its mass is 2000 kg and its
velocity is 10 m/s?
a. 6000 kg·m/s
b. 40,000 kg·m/s
c. 20,000 kg·m/s
d. 3,000 kg·m/s

5. A 25-kg girl is riding with a 5-kg bike with a velocity of 5 m/s the East.
What is the total momentum of a girl and a bike together?
a. 100 kg·m/s
b. 125 kg·m/s
c. 150 kg·m/s
d. 200 kg·m/s
 PRIMING: 4 PICS, ONE WORD

Task 1: Analyze the given pictures.

To introduce the lesson, the students will have a short activity that is
inspired by the game application called 4 pics and one word. This activity
will serve as the unlocking of difficulties, students will be shown 4 pictures
that are related to each other and identify that one word that signifies the
INDICATOR 2 pictures.
Display proficient use of
Mother Tongue, Filipino
and English to facilitate
teaching and learning

INDICATOR 7
Apply a range of successful
strategies that maintain
learning environments that
motivate learners to work
productively by assuming
responsibility for their own
learning.
Answer: Motion

Answer: Momentum
 Answer: Collision

Answer: Elastic

Answer: Law

B. Development-20 minutes Video presentation: https://www.youtube.com/watch?v=w2zQJ8JMlBA

The teacher will show a short video clip that will add up to the ideas of
students about momentum before proceeding to the next activity.

Task 2: Balloon Rocket (Science 9 Learner’s Module Unit 4 pp. 265-266)

INDICATOR 3 (INQUIRY-BASED LEARNING)
Use effective verbal and non- Since we have to follow safety protocols by avoiding close contact inside the
verbal classroom
classroom, the teacher will just demonstrate the activity then the students
communication strategies to
will answer the guide questions. If its possible for the students to the
support leaner
following individually, guidance and safety measures must be followed.
understanding, participation,
engagement, and
Objective: Describe how a balloon rocket works and how conservation of
achievement.
momentum explains rocket motion.

Materials:
Balloon (long shape)
String/nylon (at least 2 cm)
Tape

INDICATOR 6
Maintain learning
environment that nurture and
inspire learners to participate,
cooperate and collaborate in
continued learning.
Paper clip
Straw
Pinch of starch
Procedure:
1. Insert the string into the straw before stretching it over two posts. You can
use chairs or iron stands as posts. Make sure string is taut.
2. Put a pinch of starch inside the balloon before inflating it. Twist the
opened end and temporarily secure it with a paper clip.
3. Tape the straw to the balloon such that it is aligned with the balloon’s
opening.
4. Position the balloon at the middle of the string.
5. Release the air from the balloon by removing the paper clip and observe
carefully.
6. Draw a diagram showing the momentum vectors of your balloon rocket
and the air.
Guide questions:
1. What can you say about the initial momentum of the system before
releasing the air from the balloon?
2. What did you observe after releasing the air from the balloon?
3. What is the direction of the balloon compared to the direction of air
coming out from the balloon?
4. How do their momenta compare after releasing the air?
5. From your answer in Q4, how does the velocity of the air that is pushed
out of the rocket compare to the velocity of the balloon rocket?
In this activity, which consisted of the balloon and the air inside it were
stationary so the total momentum of the system was zero. When we let the
air inside the balloon out, we noticed that the balloon moved. The force that
caused the balloon to move came from air that was pushed out of it. There
was no external force involved. Thus, the total momentum was conserved
and remained zero.
Change in momentum = 0
Total Initial Momentum = Total Final Momentum
0= Pballoon+Pair
-Pballoon= Pair
- (mv)balloon=-(mv)air
Sample Problem: Two ice skaters stand together. They “push off” and travel
directly away from each other, the boy with a velocity of 1.50 m/s. If the boy
weighs 735 N and the girl, 490 N, what is the girl’s velocity after they push
off? (Consider the ice to be frictionless.)
Given: vboy = 1.50 m/s; wboy = 735 N; wgirl = 490 N

INDICATOR 1
Apply knowledge of content
within and across curriculum
teaching areas.
C. Engagement – 15 minutes
Find: vgirl
Solution:
Remember that w = mg, thus, m = w/g
mboy = wboy/g = 735 N/9.8 m/s2 = 75 kg
mgirl = wgirl/g = 490 N/9.8 m/s2 = 50 kg
The ice where they stand on is frictionless, thus, no external force is present.
The momentum of the boy-girl system is conserved. There is no change in
the momentum of the system before and after the push off
Total Initial Momentum = Total Final Momentum
0 = pboy+ pgirl
- pboy = pgirl
- (mv)boy = (mv)girl
- (75 kg x 1.50 m/s)boy = (50 kg x v)girl
- 112.5 kg m/s = 50 kg (vgirl)
- 112.5 kg m/s = 50 kg (vgirl)
50 kg = 50 kg = vgirl
2.25 m/s= vgirl
The girl moves with a velocity of 2.25 m/s opposite to the direction of the
boy.
Task 3: Solving Conservation of Momentum Mathematically, Integrated in
Math
Two sakters stand together. They “push off” and travel directly away from
each other, the boy with a velocity of 1.50 m/s. If the boy weighs 735 N and
the girl, 490 N. What is the girls velocity after they push off? (Consider the ice
to be frictionless)
A collision is an encounter between two objects resulting in exchange of
impulse and momentum. Because the time of impact is usually small, the
impulse provided by external forces like friction during this time is negligible.
If we take the colliding bodies as one system, the momentum of the system is
therefore approximately conserved. The total momentum of the system
before the collision is equal to the total momentum of the system after the
collision.
total momentum before collision = total momentum after collision
Task 3: Picture Analysis
The teacher will provide two different pictures and let the students identity
and differentiate the two types of collisions.
Figure 1: Elastic Collisions. (top) moving object collides with a stationary
object (middle) two moving objects collide headon (bottom) two objects
moving in the same direction collide.
 Figure 2: Inelastic Collision. Two objects collide, stick together, and move as
one..

Task 4:
Look around you. List down at least five (5) collisions that you have observed
and identify if it is an elastic or inelastic collision. You may also draw them if
you like.

D. Assimilation-10 minutes Concept Check

Suppose the entire world population gathers in one spot and at the sounding
of a prearranged signal, everyone jumps up. While all the people are in the
air, does Earth gain momentum in the opposite direction?

INDICATOR 5
ASSESSMENT:
Maintain learning
environments that promote
Choose the letter of the correct answer.
fairness, respect, and care to
1. Which is a necessary condition for the total momentum of a system to be
encourage learning.
conserved?
A. Kinetic energy must not change.
B. No external force is present.
C. An object must be at rest.
D. Only the force of gravity acts on the system.

*For numbers 2 and 3: Two 0.5 kg balls approach each other with the same
speed of 1.0 m/s.
2. What is the total momentum of the system before collision?
A. 0
B. 0.50 kg m/s
C. 1.0 kg m/s
D. -1.0 kg m/s

3. If there is no external force acting on the system, what is the total

momentum of the system after collision?
A. 0
 B. 0.50 kg m/s
C. 1.0 kg m/s
D. -1.0 kg m/s

4. Two billiard balls approach each other at equal speed. If they collide in a
perfectly elastic collision, what would be their velocities after collision?
A. zero
B. same in magnitude and direction
C. same in magnitude but opposite in direction
D. different in magnitude and opposite in direction

5. A 50-kg astronaut ejects 100 g of gas from his propulsion pistol at a

velocity of 50 m/s. What is his resulting velocity?
A. -0.10 m/s
B. -0.50 m/s
C. 0 m/s
D. -100 m/s
V. REFLECTION – 5 minutes

Write in your journal notebook. (GDOCS or GSLIDE in online)

I understand that __________________________________________.

I realize that _______________________________________________.

NOTE: Indicator will be used only in COT

Prepared by: Noted by:

FRANCES ANNE B. BLANCAFLOR SALOME R. DELA CRUZ

Teacher 1 Head Teacher IV

Checked by:

BERNADETTE S. BAUTISTA JOIE E. BUENDIA, Ed. D

Master Teacher II Principal IV