School: Grade : IX

Teacher: Learning Area: Science

Date: Quarter: IV
Section:
I. OBJECTIVES
A. Content Standard The learners demonstrate an understanding of projectile motion, impulse and
momentum, and conservation of linear momentum.

B. Performance Standards The learners shall be able to propose ways to enhance sports related to
projectile motion

C. Learning Competencies/ Relate impulse and momentum to collision of objects (e.g., vehicular
Objectives collision);

a. define momentum;
b. identify the factors affecting momentum;
c. solve problems on momentum; and
d. appreciate the importance of momentum in real life setting

D. LC Code S9FE-IVb36
II. CONTENT MOMENTUM
III. LEARNING RESOURCES
REFERENCES
1. Teacher’s Guide Science- Grade 9 Teachers Guide

2. Learners’ Material Facts sheets, Science-Grade 9 Learner’s Module, Activity Materials

3. Textbook Pages Alvarez, L. et al., pp. 257-260
4. Additional Learning Audio- Visual Presentations
Materials https://youtu.be/EEX9zWmntWQ
https://youtu.be/vrIES-Zv32g
IV. PROCEDURES Teacher’s Activity Students’ Activity
A. Reviewing yesterday’s “What makes a thing move? “Ma’am, it is the force that
lesson acts towards the object that
makes a thing moves.”
Yes! You are right. You have the idea.

Now, what specific Law that supports to the

idea of Vanessa?

Why do some object move continuously “Ma’am, it is the Laws of

B. Motivational Activity “I have here video presentations. I want you
to watch carefully. You may note some
details that capture your attention the most”.
Motion. Specifically, the First
law which states that a body
will remain at rest or move at
constant velocity unless acted
upon by an external net or
unbalanced force.
(Students watch attentively to
the video presentation)

“Okay class, what did you observed from the “Ma’am, in the video
presented video? (recognize one student) presentation, I observed
vehicles of different sizes
colliding on the wall and two

Presenting Examples or
Instances of the new lesson
C. Presentation of the learning
objectives
identical cars racing at
different speed.”
“Very good! In the video where cars collide “The first car doesn’t hit the
to wall, what have you observed? all the wall but the second car
hit all the walls and it able hit
the target.”
“Why is it that the second car able to hit its “It’s because the second car is
target?
larger than the first car.”
“Okay, how about in the second video “I observed two identical cars
presentation? What have you observed in in a race having different
both cars? speed”.
“Yes, all of your observations are correct.
You have observed that two cars of the same
sizes with different speed have reached the
finish line at different time and two different
cars hit the walls but the larger enables to hit
all the walls and hit its target”.
“Okay, I have here jumbled letters. Arrange
these jumbled letters to form a word that
describes the video presented.”
UTMNOMEM
(Any one from the class could answer) “MOMENTUM”
“What is the word that you were able to
form?”
“Very good. Let’s give five claps.”
“Now, class based on the videos presented “Ma’am, our topic for today
and on the word formed, what do you think is MOMENTUM!”
is our topic this morning? (recognize one
student)”
“You’re right!” This morning we’re going to (Students read the lesson
discuss about Momentum. But before we objectives.)
proceed, everybody kindly read our lesson
objectives Lesson Objectives:
At the end of the lesson,
students can;
1. define momentum;
2. identify the factors
affecting momentum;
3. solve problems on
momentum; and
4. appreciate the
importance of
momentum in real life
setting.
D. Discussing new concepts (ACTIVITY)
and practicing new skills #1 “Before we will go deeper in our discussion,
we will do first an activity”.

(The class will be divided into 4 groups.

Each group must have a Leader, Secretary,
and Reporter.)

“I want two representatives from each group

to get the materials here in front.” You are
only given 10 minutes to do the activity. If
you’re done, you will do the “Let’s go clap”
and post your output here on the board.” Are
we clear?
The students will look into the
(The class will do the activity in the given fact sheets for the
Appendix A and answer the Guide appendix A for them to
Questions.) answer.

Guide Questions:

1. How will you

compare their
stopping distances?
2. What do you think
happens to the
velocity of the two toy
cars as the point of
release increases?
3. If momentum is a
measure of how
difficult it is to stop a
moving object, which
of the two vehicles
had a greater
momentum?
Remember that your output will be graded
based on the following rubrics. (Rubrics is
attached to the students activity sheet-
Appendix B).

Are you ready class? “Yes ma’am!”

Ok, timer starts right now!

Time’s up. Kindly present now your group

output.

(Checking the output of the students) (Students present their group

output.)
“Ok, Congratulations everyone for doing the
activity well! Let us give 3 claps and 3
stamps to everyone.”
E. Discussing new concepts
and practicing new skills #2
F. Developing Mastery (Leads
to Formative Assessment 3)
(ANALYSIS)
“What do you feel while doing the activity?”
“Class, How did you find the activity?”
(Asking one of each different group.)
“Okay based on your activity, how will you
compare the stopping distances of the toy
cars?”
“What do you think happens to the velocity
of the two toy cars as the point of release
increases?”
“You’re right! Okay, if momentum is a
measure of how difficult it is to stop a
moving object, which of the two cars had a
greater momentum for the same point of
release?
“Very good!”
(ABSTRACTION)
Now, from this activity, what do you think
are the factors that affect momentum?”
Very good! Momentum depends on the
velocity and mass of an object.
“Now consider these two identical cars. Car
A is traveling at 80 km/h while car B is
traveling at 30 km/h. Which of the two cars
would be more difficult to stop?
“Why do you think so?
“You’re right! How about this picture?
(Picture shows a truck and car colliding on a
wall). Which do you think of the two cars
has greater impact?”
“Why do you say so?”
“Okay, now based on your activity, who
among you here can define momentum?”
“Ma’am I enjoy the activity
and also nervous.”
“Ma’am I found the activity
challenging and we’re happy
because we were able to
finish it on time.”
“The stopping distance for the
heavy toy car is longer than
the stopping distance of the
light car.”
“The velocity of toy cars
increases as the point of
release increases.”
“Ma’am the heavy toy car has
the greater momentum.”
“Mass and velocity.”
“Car A is more difficult to
stop.”
Car A is more difficult to stop
because it is faster than Car
B.”
“The truck has greater
impact.”
“The truck has greater impact
because it is bigger than the
car and it has a big mass.”
“Momentum is defined as the
product of mass and the
velocity of an object.”
“Yes, it is also a vector quantity whose
direction is always the same as that of the
object’s velocity.”

“Then, by definition itself, who can give the p=mv

formula in getting momentum?

“You’re right! Where p=is the momentum,

m= is the mass and v= is the velocity.

“Okay now let’s practice on solving for the

momentum of an object.

I have here a sample problem on momentum.

A bowling ball whose mass is 4.o kg is

rolling at a rate of 2.5 m/s. What is its
momentum?

Let’s first write the given

Mass of an object (m)= 4.0 kg
Velocity of an object (v)= 2.5 m/s
Momentum=?

Formula: p=mv
Solution
P= (2.0 kg)(2..5 m/s)
P= 10 kg-m/s.
The unit for momentum is kg-m/s.

Okay it’s your turn now. Solve for

momentum using the formula p=mv

Object Mass Velocit Momentum

(kg) y (m/s) (kg-m/s)
Bird 0.03 18 (0.54)
Basketball 100 5 (500)
player
Bullet 0.004 600 (2.40)
Baseball 0.14 30 (4.2)
Frog 0.9 12 (10.8)

“Who wants to answer?’ (recognizing one

student)

“Okay another?” (recognizing another

student)

(Checking the answers of the students)

Very good! Give 5 claps to the students who

answered the sample problem.
“A small toy cart that is
“To check if the concept is really understood, moving.”
try to answer the following questions.”

G. Finding practical
applications of concepts and
skills in daily living
1. Which has more momentum, a huge truck
that is not moving or a small toy cart that is
moving?
Why do say so?
“Very good!”
2. A moving car has momentum. If it moves
twice as fast, its momentum would be
__________ as much.
“Excellent!”
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.
(APPLICATION)
Okay class, How can we apply momentum in “We can apply momentum in
our daily lives? our daily lives in many ways
like in sports and
transportation.”
How can we apply momentum in sports?
“Yes, the team that has the momentum is the
team that will usually win.”
“Do you think it needs big players in a
football game?”
“How about in transportation, is momentum
necessary?
“It’s because, if there is no
velocity there is no
momentum. Since a huge
truck is not moving so there is
no momentum.”
“Its momentum would be
twice as much.”
“The heavier car would have
a greater momentum.”
“Momentum is important in
different sports like
basketball, volleyball and
more because a team that has
the momentum is on the move
and has more chances in
winning the game.”
“Yes, because it can be a
great help in the group
because big players have
great momentum and they are
difficult to stop.”
“Yes Ma’am! It is applied in
transportation because
policemen use the Law of
Conservation of Momentum
to reconstruct the states of
vehicles before collision and
the police will be able to
identify which of the two
vehicles which collide caused

H. Making generalizations and
abstractions about the lesson
I. Evaluating Learning
the accident or has high speed
“Very good! Another idea?” or velocity.”
“Momentum also can
determine how soon I need to
press the brake pedal in my
car to avoid accidents.”
Based on your answers, we can say that
indeed momentum is essential in our daily
living. Like many aspects of Physics, the
word “momentum” is a part of daily life. The
common meaning of momentum, however,
unlike many other Physics term, is relatively
consistent with its scientific meaning. In
terms of formula, momentum is equal to the
product of mass and velocity, and the greater
the value of that product, the greater the
momentum.”
Directions: Answer the following questions
and write the letter of your answer.
1. Which has more momentum, a heavy
truck moving at 30 km/h or a light truck
moving at 30 km/h?
a. heavy truck
c. Both have the same momentum
b. light truck
d. Cannot be determined.
2. An object’s momentum can be calculated
by multiplying the velocity of the object
by its.
a. Time b. Acceleration
c. Mass d. Length
3. Which has more momentum a semi-truck
at rest or a bicycle in motion?
a. Cannot be determined
b. bicycle in motion
c. Semi-truck at rest
d. Both have the same momentum
4. Which has greater momentum; a large
object moving slowly or a small object
moving fast?
a. Can’t determine from the information
given
b. the small object
c. the large object
d. the momentum is same
 5. A bowling ball has a 9 kg-m/s of
momentum when it is rolled 6m/s. What
is the mass of the bowling ball?
a. 54 kg b. 15 kg
c. 3 kg d. 1.5 kg

J. Additional activities for

application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% on the formative
assessment
B. No. of learners who require
additional activities for
remediation.
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson.
D. No. of learners who
continue to require