School Southville 5-A National High School Grade Level 10

DAIL Y 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 The learners should be able to make informed choices on selecting the right type of mirrors or lenses for specific purposes.
Standard
C.Learning
Competency/Objectives
Write the LC code for each. S10FE-IIg-50 S10FE-IIg-51 S10FE-IIg-51

 Describe the location,  Construct ray  Determine the

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

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 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
lesson or presenting between a concave and a curved mirrors. by curved mirrors through
the new lesson convex mirror. ray diagram.

B. Establishing a Tell the students that based on
purpose for the their previous discussion that
lesson a 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
examples/Instances clip of the images formed by principal rays in curved
of the new lesson. a concave and convex mirror. mirrors that is used in ray
diagramming. (Refer to LM
pp 185-186)
Note: Instruct the students to
use four rays as much as
Introduce the mirror
equation. (Refer to LM
p.190)
Show a sample problem.
Note: To avoid mistake in
the problem solving part,

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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
after Reflection? (LM pp 187- equation, let the students
188) answer the problem
Note: Emphasize the solving (LM pp. 192-193)
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.
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 solving.
characteristics and location of
the image formed in a
concave mirror? Convex
mirror?
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 G. Finding practical Cite practical applications of
application of concave and convex mirror.
concepts and skills in
daily living
H. Making The size of the image
generalizations and increases and the location
abstractions about moves farther when you bring
the lesson the object near 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
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

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 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?

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