School AGSAM INTEGRATED SCHOOL Grade Level 10

DAILY LESSON LOG Teacher MARY GRACE JERNA N. CUADRA Learning Area SCIENCE
Teaching Date and Time OCTOBER 24-28, 2022 Quarter SECOND

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES

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

od/ti wavesand-
melines/a/Electromagnets.ht electromagneticspectrum-
m worksheetanswers.html

IV. PROCEDURES

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

Solving sample
problems.

V=ƛƒ

2
D. Discussing new concepts
and practicing new skills
#1
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
Perform Activity 1:How it Compute the following Perform Activity Perform Activity 2: Perform Activity
came about...The problems on page 147 Electromagnetic Wave Now you go! Now 3:Sound
Electromagnetic Wave of the LM. (see attachment) Check...on page
Theory. you won’t! 152 of the LM.
(LM pp. 149-150)
Discuss the different .
types of EM waves.
Based on the activity what Enumerate the Based on the activity Based on the Discuss the answer in
new insights/learning did characteristics of enumerate the types of activity which the Guide questions.
you get about natural world? electromagnetic wave EM waves. materials can block
How did it change your view Radio wave or allow radio waves
about light? Micro wave to pass through so
Infrared that the RC car can
Visible light move.
UV
X-ray
Gamma ray
What would happen if EM Why do you think When you are listening
waves were not discovered? some materials to the radio,sometimes
block the EM wave? you hear static sound
how can you resolve it?
3
H. Making generalizations Proponents of EM Waves A wave is a disturbance Waves in the EM Electromagnetic
and abstractions about that transfer energy. spectrum include the waves do not need
the lesson Hans Christian Oersted following from the any material
EM waves can travel medium for their
Andrei Marie Ampere longest wavelength to
through a medium but propagation. They
the shortest can travel through a
Michael Faraday unlike other types of wavelength. vacuum. They have
waves, they can also
high speed.They
James Clerk Maxwell travel in VACUUM. Radio wave are caused by
Micro wave change in electric
Heinrich Hertz V=ƛƒ Infrared and magnetic field.
Visible light
UV
X-ray
Gamma ray
I. Evaluating learning Answer in the activity Give another problem Label the Pictures(see Answer in activity Answer in activity
for the attachment)
students to answer.(see
attachment)
J. Additional activities for Research for more scientist Research about
application or remediation who made significant different types of
contributions in the Electromagnetic
development of the study on Spectrum
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%

4
 School Grade Level 10

DAILY LESSON Teacher Learning Area

LOG

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 Discover infrared and its Discover the effects of Define visible light. Compare and di
are generated,transmitted, effect. UV rays? the relative wave
and received. Explain the relationship of microwave, x-
Name the parts of the radio between frequency and gamma ray.
transmitter and receiver and give energy carried by an EM Cite some applic
the functions of each parts. wave. and uses to hum

II. CONTENT Electromagnetic spectrum

Micro wave,X-ra
Radio waves Infrared Ultraviolet Visible light Gamma ray
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages pp.122-123 pp. 124-125 pp. 127-128 pp.127 pp. 124,12

2. Learner’s Materials pp. 153-154 pp.157-158 pp. 161-162 pp. 160 pp.155,162-
pages
3. Textbook pages
5
 4. Additional Materials
from Learning
Resource
(LR)portal

B. Other Learning https:// https://www.google.com.ph/we bhp? https:// https://www.google.com.ph /webhp? https://www.google.com.ph /w

Resource www.google.com.ph/ sourceid=chromeinstant&ion=1&espv= www.google.com. sourceid=chromeinstant&ion=1&espv= sourceid=chromeinstant&ion=
webhp? 2&ie=UT ph/webhp? 2&ie= 2&ie=
sourceid=chrome- F-8#q=infrared+waves sourceid=chr UTF- UTF-8#q=x+ray+waves
instant&ion=1&espv=2&ie ome- 8#q=visible+light+waves
=UTF- instant&ion=1&es
8#q=radio+waves pv=2&i e=UTF-
8#q=ultraviolet+w
aves

IV.
PROCEDURES
A. Reviewing Recall how radio waves Recall the wavelength and Recall the Enumerate the colors that Recall the waveleng
previous produced. frequency of infrared. (as their wavelength and constitute the visible light. microwave,x-ray and gamm
lesson or previous lesson) frequency of
presenting ultraviolet.(as
the new their previous
lesson lesson)

6
B. Establishing a
purpose for the We are familiar to a Use a dictionary to look up the Look for the The students will sing the Nursery Show a picture of micr
lesson radio, can you name definition of of the prefix meaning of Rhyme: oven and xray film.
the parts of it? Do we Ask them how does these
know how it transmit infra,what does this tell you ultra Rainbow
, relate How many colors does the very useful to us.
and receive sound? about the position of infrared it to rainbow have? Each time it
the location of appear in the sky.
radiation on the EM spectrum? ultraviolet Red
radiation on the Orange
EM spectrum. Yellow and
Green
Blue and Indigo the last
one is Violet.

C. Presenting How radio waves are Where do we use infrared?

examples/In generated?
stances of
the new
lesson
D. Discussing new Divide the class into 5 Perform Activity 5: Its getting Perform Discuss the different colors of Define Microwave,X-ray
concepts and groups. hotter (LM pp. 157158) Activity 6: visible light. Identify the wavelength Gamma ray. Describe how
practicing new Let each group perform Screen UV of each colors of visible light. radiation help us.
skills # 1 Activity 4: Then there out (LM
was sound?(LM pp.161-162)
pp.153-154)

http://www.darvill.clara.n
et/emag/emagvis.htm

7
E. Discussing new concepts
and practicing new skills
#2
Let each group present their
observations in the experiment.
Clarify students’ misconception.
Let each group present their
observations in the
experiment.
Let each group present
their observations in
the experiment.
The teacher facilitates
the discussion to
clarify students’
misconception.

F. Developing mastery
(leads to Formative
Assessment 3)
G. Finding practical
application of concepts
and skills in daily living
What common problems could Aside from the given Can ultraviolet List down the different What is microwa
arise during transmission and applications in the book, radiation damage our colors present in visible Xray? Gamma ra
reception of radio waves? cite atleast 5 other skin? light. What is microwa
applications of infrared transmission?Ho
radiation. microwave work
What is the use
How are they p
What emits gam
How are they pro
What are dan
gamma rays?
Enumerate the t
What is the importance of radio that prove that ra
waves in our daily life? is useful to us.

H. Making generalizations
and abstractions about
the lesson
Radio waves may interfere with Infared was discovered
other signals. This makes by a famous astronomer
transmission and reception
Sir Frederick William
difficult.
Herschel,it is a form of
radiation other than a
visible light.
Another applications of
infrared:
1.car locking systems
2. emergency response
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
Visible light is a form Microwave radi
of electromagnetic (EM) a form of
radiation, as are radio electromagnetic r
waves, infrared that has a frequ
radiation, ultraviolet
between 0.3 a
radiation, X-rays and gigahertz, which
microwaves. between radio and
Generally, visible light is waves on
defined as the wavelengths electromagnetic s
that are visible to most The corre
human eyes. wavelengths
microwaves are

8
 systems solariums. The sun's UV Light is a transverse, between 1 millime
3.home security systems radiation is the major electromagnetic wave that meter.
cause of sunburn, can be seen by humans. X-rays are
4. headphones premature ageing, eye The wave nature
5.computers energetic for
damage and skin of light was first illustrated
a. mouse electromagnetic
damage leading to skin through experiments on
b. keyboards cancer . However, it is that can be used
diffraction and interference. images of the hum
c. printers also the best natural Like all electromagnetic
source of vitamin D. Gamma rays are
waves, light can travel
energetic form
through a vacuum. electromagnetic ra
with a very
wavelength of le
one-tenth of a
nanometer. Gamm
on is the product o
radioactive atoms
Depending upon t
neutrons to proton
its nucleus, an iso
particular element
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 nee
done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you
them relevant questions.
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
9
 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?

10
 School AGSAM INTEGRATED SCHOOL Grade Level 10
DAILY LESSON LOG Teacher MARY GRACE JERNA N. CUADRA Learning Area SCIENCE
Teaching Date and Time JAN. 17-21, 2023 (9:45-10:45)(1:20-2:20) Quarter FOURTH

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

VI.OBJECTIVES

Content Standard The learners demonstrate an understanding of the image formed by the different types of mirrors and lenses.
Performance Standard The learners should be able to make informed choices on selecting the right type of mirrors or lenses for specific purposes.
Predict the qualitative characteristics (orientation, type, and magnification) of images formed by plane and curved mirrors and lenses S10FE-IIg-50
MELC

VII. CONTENT REFLECTION OF LIGHT IN MIRRORS

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 (Activity 2 Angle of (Activity 3 Mirror Left- 4 Who wants to be a
the wall….) Incidence vs. Angle of Right Reversal) millionaire?)
Reflection)
. References

11
Teacher’s Guide 136-137 138-139 139-140 140-141 141-142
pages
Learner’s Materials 173-175 175-177 177-178 178-180 180-181
pages
Additional Materials http:// http://www.rpi.edu/dept/ http:// http://www.physicsclass http://
from Learning www.physicsclassroom.c phys/ www.physicsclassro room.com/class/refln/Le www.physicsclas
Resource (LR)portal om/class/refln/Lesson-2/Ima ScIT/InformationTransfer/r om.com/class/refln/ sson-2/Right-AngleMirrors sroom.com/class/refl
geCharacteristics eflr Lesson n/
efr/rr_sample/rrsample_05. -2/Image-Characteristics http://www.physicsclass Lesson-3/TheAnatom
ht ml room.com/class/refln/Le y-of-a-CurvedMirror
sson-2/Other-Multiple-
Mirror-Systems

IX. PROCEDURES

Reviewing previous Ask the students to answer
lesson or the pre-assessment (LM
presenting the new pp.169172)
lesson
Establishing a Review students’ prior
purpose for the knowledge about light.
lesson
Ask the following questions:
• What is the nature
of light?
What is reflection?
Recall the characteristics Review the law of Review the image formed Review what a mirror
of the image formed in reflection. by plane mirror. is and what it is used
plane mirror. for.
Ask a student to stand in You may ask the students To introduce the
front of a plane mirror. supposed there are two lesson, the teacher
The teacher may ask the mirrors at a right angle, may ask the following
what do you think will questions:
following questions.
happen to your image?
• Have you seen
1. Is your image
your image on
exactly the same
the two sides
size as you are? of clear spoon?
Where is it If yes, you may
apparently found? ask a follow-up
Raise your left hand. question.
What hand does your • What do you
image raise? notice about
your image on
each of the two
sides of the
12
 spoon?
• How will you
compare your
image from the
two sides of
the spoon?
Presenting Ask the students to write the Show a video clip. Show a video clip. Show a video clip on
examples/Instance word “AMBULANCE” in a To learn more about the how light rays are
s of the new sheet of paper in the same reflection of light, the https://www.youtube.com/ https://www.youtube.co reflected on a
lesson. manner as it is written in the teacher may show a video watch?v=BPJ5CsGqtjU m/watch?v=ra1SozRvrh concave and convex
ambulance car. Ask them also clip. E&t=79s mirror.
to bring the sheet in front of (https://www.youtube.com/ https://www.youtube.com/
the mirror and read the word wat ch?v=vt-SG7Pn8UU) watch?v=QsjbesdhM3w https://
“AMBULANCE”. www.youtube.co
m/watch?
Solicit answers to the students v=5WwCP0k
why it is written that way. U9lE

https://
www.youtube.co
m/watch?
v=KV0ASy7K
E5I
Discussing new To elicit the concept of Let the students perform Divide the class into Let the students perform The teacher may
concepts and reflection, divide the class into activity 2 Angle of Incidence small groups and let Activity 4 Who Wants to be pass around
practicing new skills # small groups and let them vs. Angle of Reflection (LM them perform Actvity 3 a spherical mirrors
1 perform activity 1 Mirror, pp Mirror Millionaire? (LM pp 178- labeled as
mirror, 176-177) Left-Right Reversal 179) Concave and convex
on the wall…. (LM pp 173- mirror. Ask the
174) Note: Remind the students Class discussion on the students to tell the
to handle the mirror with data they have gathered in differences in terms of
Note: Remind the students to care because some mirrors the activity. the shape and images
handle the mirror with care have sharp edges. formed.
because some mirrors have Warn the students to avoid The teacher facilitates the
sharp edges. pointing laser to someone’s

13
 eye. discussion to clarify
students’ misconception.
Note: Remind the students
to handle the mirror with
care because some mirrors
have sharp edges.

Discussing new Let each group discuss their Call a representative for Group discussion You may let the students
concepts and observation in the activity. each group to present the make a table
practicing new result of the activity. of other angles and let
skills The teacher clarifies students’ them answer how many
#2 misconception regarding the The teacher clarifies images are formed.
activity. The teacher may students’ misconceptions
show a video for the students
regarding the activity.
to have a deeper
understanding about the
characteristics of the image
formed by plane mirror.
(https://www.youtube.com/wat
c
h?v=Poq3u7BFhqk)
Developing mastery • Compare the distance  How does the angle Ask the students to What happens to the How will you
(leads to Formative from the mirror of the of incidence describe the image number of images formed differentiate a
Assessment 3) object with that of the compare with the formed in plane mirror. as you vary the angle concave from a
image. angle of reflection? between the mirrors? convex mirror?
• How do the height and (For an online
width of the object assessment, the teacher What relationship exists
compare with the between the number of
may create an account in
height and width of the images formed and the
image? padlet.com and ask the angle between two mirrors?
students to describe the

14

Finding practical Why is the word
application of “AMBULANCE” written in
concepts and skills reversed?
in daily living
Making The distance of the object
generalizations from the mirror is the same as
and abstractions the distance of the image from
about the lesson
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.
image formed by plane Based on the data that you
mirror) have gathered, what is the
formula for determining the
Example: You may visit number of images formed
https://padlet.com/michell by two mirrors?
e
_morauda/PlaneMirrorIma
geFormation
A periscope is an Brainstorming activity on Ask the students to
instrument for observation the application of reflection tell where they can
over, around or through an of light in mirrors as in apply the concept of
obstacle. Explain how light hallways, parlors, etc. concave and convex
travels in a periscope. mirrors.
The law of reflection states The image formed by a As the between two mirrors A concave mirror is a
that plane mirror is always decreases, the number of curved mirror in which
erect, virtual, laterally images increases. the reflective surface
“The angle of incidence is reversed, same size as bulges away from the
Conversely, as the angle
the object and found to light source.
equal to the angle of between the mirrors
reflection” be apparently behind the
increases, the number of A convex mirror in
mirror.
images formed decreases. which the reflective
“ The normal line, incident
surface bulges
ray, and the reflected ray The number of images is towards the light
lie on the same plane.” inversely proportional to the source.
angle between two mirrors.
360
𝑁= −1
ɵ
Where N = no. of
images ɵ = angle
between
The mirrors placed parallel
facing each other makes an
15
 infinite number of images.
Evaluating learning 1. You might have Please refer to the Describe the image Please refer to the The teacher may
noticed that emergency attachment. formed by plane mirror. attachment. post a pictures and
vehicles such as ambulances the students will
are often labeled on the front identify what type of
hood with reversed lettering curved mirror.
(e.g., ECNALUBMA). 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

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

16

Additional activities for
application or remediation
distance between
Suzie and the image
will be 6 feet.
Let the students do a Think of an optical For additional activity
brainstorming activity on other instrument that employs you can make an
possible signage. Ask them to the concept of reflection assessment through
cite the relevance to the of light.
padlet.com.
society.
You may visit
https://padlet.com/miche
lle
_morauda/leftrightrevers
al

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%

PREPARED BY:

MARY GRACE JERNA N. CUADRA

TEACHER II

CHECK AND REVIEWED BY:

17
 OFELIA O. GUINITARAN

TEACHER III

NOTED BY:

BEATRIZ A. TORIO

PRINCIPAL I

School AGSAM INTEGRATED SCHOOL Grade Level 10

DAILY LESSON LOG Teacher MARY GRACE JERNA N. CUADRA Learning Area SCIENCE
Teaching Date and Time JANUARY 24-28, 2023 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 The learners should be able to make informed choices on selecting the right type of mirrors or lenses for specific purposes.

18
 Standard
C.Learning Identify ways in which the properties of mirrors and lenses determine their use in optical instruments (e.g., cameras and
Competency/Objectives binoculars) S10FE-IIh-52
Write the LC code for each.
II. CONTENT REFLECTION OF LIGHT IN MIRRORS
Images Formed by Curved Image Formed by Curved The Mirror Equation SECOND PERIODICAL EXAMINATION
Mirrors Mirrors through Ray
Diagram

III. LEARNING
RESOURCES
A. References

1. Teacher’s Guide 141-144 145-147 148-50

pages
2. Learner’s 182-184 185-189 190-194
Materials pages
B. Other Learning http:// http:// http://www.physicsclassro
Resource www.physicsclassroom.c www.physicsclassroom. om.com/class/refln/Lesson
om/class/refln/Lesson3/Refl com/class/refln/Lesson-3/Ra -3/The-Mirror-Equation
ection-of-Light-andImage- yDiagrams-Concave-Mirrors
Formation
XI. PROCEDURES

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

19
B. Establishing a Tell the students that based
purpose for on their previous
the lesson discussion that a concave
and a convex mirror formed
different images.
C. Presenting The teacher will show a
examples/Instance video clip of the images
s of the new formed by a concave and
lesson. convex mirror.
D. Discussing new Let the students perform
concepts and Activity 5 Images Formed
practicing new by
skills Curved Mirrors (LM pp
#1 182184)
Let the students present
their observation. The
teacher facilitates the
discussion to clarify
students’ misconception.
Tell the students that
another way of describing
the image formed by curved
mirrors is through ray
diagram.
The will present the four
principal rays in curved
mirrors that is used in ray
diagramming. (Refer to LM
pp
185-186)
Note: Instruct the students
to use four rays as much as
possible but tell them that at
least two rays are needed to
locate the image.
Let the students perform
activity 6 Are you L-O-S-T
after Reflection? (LM pp
187188)
Note: Emphasize the
accuracy of measurement of
Boardwork
the focal point, F and center
of curvature, C.
Instruct the students to use
different colors of ink for
incident and reflected ray.
20
Tell the students ray 
diagrams provide useful
information about the
image formed but it does
not provide the information
in quantitative form.
Introduce the mirror
equation. (Refer to LM
p.190)
Show a sample problem.
Note: To avoid mistake in
the problem solving part,
make sure that the sign
conventions were made
clear among students.
(Refer TG p.145)
To ensure mastery on the
concept of mirror equation,
let the students answer the
problem solving (LM pp.
192-193)
E. Discussing new Let the students make
concepts and a concept map on the
practicing new difference of the
skills images formed on a
#2 concave and convex
mirror.
F. Developing mastery What happens to the size How does the location of the Give more problem solving.
(leads to Formative and location of the image object affect the
Assessment 3) when you bring the object characteristics and location
nearer to the concave of
mirror? Convex mirror? the image formed in a
concave mirror? Convex
mirror?

G. Finding practical Cite practical applications of

application of concave and convex mirror.
concepts and skills in
daily living

21
 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 You may create an online quiz
for application or through padlet.com and ask the
remediation 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
scored below 80%

22
PREPARED BY:

MARY GRACE JERNA N. CUADRA

TEACHER II

CHECK AND REVIEWED BY:

OFELIA O. GUINITARAN

TEACHER III

NOTED BY:

BEATRIZ A. TORIO

PRINCIPAL

23
24