School Grade Level 9

GRADES
1 to 10 Teacher Learning Areas Science
Daily
Teaching
Lesson
Date and Quarter Fourth
Log
Time
Day 8 (Part 2)

I. OBJECTIVES
A. Content Standards  Demonstrate an understanding of impulse and momentum
B. Performance Standards  Propose ways to enhance sports related to projectile motion 
C. Learning Competencies At the end of the lesson, the students should be able to:
and Objectives Competency Code: S9FE-IVb-36
 LC3. Relate impulse and momentum to collision of objects (e.g.,
vehicular collision
Objectives:
 LO1. Explain how each factor affects momentum.
Module No. 1 Motion in Two Dimensions
II. CONTENT Lesson No. 8 Topic: Momentum and Impulse
Topic Momentum and Impulse
Sub topic: Investigating Momentum(Part 2)

III. LEARNING RESOURCES

Teacher’s Guide Pages 184 – 185
Learner’s Materials Pages 256 – 258
Other Learning Resources

IV. PROCEDURE
What have you observed about the activity yesterday? What can you say
A. ELICIT about the stopping distance for each car?
A truck and a car travelling at the same speed is approaching the pedestrian
B. ENGAGE lane. The traffic light signals the red light. Do you think both vehicles will
reach the end of the lane if they step on the brake at the same time? Why?
Why drivers of heavier vehicles should step on the brake ahead before its
full stop?

The Activity “Investigating Momentum” was performed yesterday.

C. EXPLORE Students will be tasked to present their performance output in the
class.
1. What are the factors affecting momentum?
D. EXPLAIN 2. How does each factor affect momentum?
An animation of vehicular crash (https://www.youtube.com/watch?
E. ELABORATE v=pR2MCfa4KZI) will be shown to the students. The teacher may ask the
following question.

What factors affect the momentum of the object in the video?

From the concepts that you have learned, answer the check up questions:
F. EVALUATE 1. Which has more momentum, a huge truck that is not moving or a small toy
cart that is moving?
2. A moving car has momentum. If it moves twice as fast, its momentum
would be __________ as much.
3. Two cars, one twice as heavy as the other, moves down a hill at the same
time. The heavier car would have a _________ momentum.
Study how momentum is being calculated. See LM on pp.258 – 259
G. EXTEND

V. REMARKS

VI. REFLECTION
1. No. of learners who earned
80% in the evaluation
2. No. of learners who require
additional activities for
remediation who scored
below 80%
3. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
4. No. of learners who continue
to require remediation
5. Which of my teaching
strategies worked well? Why
did these worked?
6. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
7. What innovation or localized
materials did I
Use or discover which I wish
to share with other teachers?