School
GRADES 1 to 12 Teacher
DAILY LESSON PLAN
Teaching
Dates and
Time
I. OBJECTIVES
A. Content
Standards
B. Performance
Standards
C. Learning
Competencies /
Objectives Write the
LC code for each
D. Specific
Objectives
Lawig National High
School
Grace D. Culian
April 16, 2024
9SSC-7:40-8:40;
Pearl- 8:40-9:40;
Ruby- 11:00-12:00
Grade
Level
Learning
Area
Quarter
9
Science
Third
Session:____________
Date: April 16, 2024Day: Tuesday
The learners demonstrate an 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.
Relate impulse and momentum to collision of objects (eg. Vehicular
collision). SFEIvb-36
At the end of the discussion, the students should be able to:
1. Identify correctly the factors that affect momentum.
2. Solve accurately for the value of unknown variables (p, m, v) using
GUFSA method.
3. State the importance of momentum to the safety of riders.
MOMENTUM
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
pp. 256-260
2. Learner’s
Materials pages
Science Quarter Wk.4-Module 3:Impulse and Momentum,pp.6-17
3. Textbook pages
Science Quarter 4-Module 3:Impulse and Momentum
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning
Resources
Laptop, TV
Powerpoint presentation, manila paper, printed pictures, coloured papers,
https://youtu.be/4IffU9b7V-A?si+H9vZTKXWQOUHrSeV
IV. PROCEDURES
Teacher’s Activity
Students’ Activity
Good morning class!
Good morning Ma’am.
Please remain standing for our opening prayer.
*students will start to pray
their daily prayer*
Class, before you seat kindly fix your chair and
pick up all those pieces of trashes.
Are there any absents for today’s period?
A. Preliminary
Activities
Before we start our lesson, I have here some
friendly rules for you to follow during our class
session. Always:
None, Ma’am.
 B- Be attentive
 E- Eyes on the
teacher when she is
talking
 H-Have your focus
 A-Actively participate
 V-Values are observe
 E-engage
Thank you. I expect you all to BEHAVE
throughout the period. Will that be okay, class?
Yes, ma’am.
PICK A CAR!
I will present different color of cars, what you will
have to do is to pick what color you want. Inside
that specific color, there is a question with
jumbled words as the answer. In every car, it has
a question about terminologies on physic. Is that
clear, class?
Yes, Ma’am.
So are you excited?
B. Reviewing
previous
lesson or
presenting
the new
lesson
BLUE CAR
-It is a continuous change in position with respect
to a reference point.
RED CAR
-It refers to the length of the entire path that the
object travelled.
YELLOW CAR
-Refers to the rate of change in distance.
GREEN CAR
-Refers to the rate of change in speed or velocity
-Motion
-Distance
-Speed
-Acceleration
C. Establishing
a purpose for
the lesson
of an object.
Here are the objectives you are expected to
accomplish at the end of the period. Please read
it, class.
OBJECTIVES:
1. Identify correctly the
factors
that
affect
momentum.
2. Solve accurately for the
value of unknown variables
(p, m, v) using GUFSA
method.
3. State the importance of
momentum to the safety of
riders.
FIGURE IT OUT!
Presented here are different pictures which will
come up to a word when we derive these
pictures.
The students will try to
analyze the given pictures.
Analyze the given pictures and answer what word
could be the product of these. Please raise your
hand if you know the answer. Anyone?
Ma’am, is it Momentum?
Okay. Very good! The answer of the pictures is
momentum. Based on the activity, can you guess
what will be our topic for today?
D. Presenting
examples /
instances of
the new
lesson
Momentum, Ma’am, since
the activity was derived to
Very good! To start with our lesson for today, let this.
us have a short game called “Jumble Rumble”.
The rules of the game require you to unscramble
the jumbled or mixed-up words to reveal the
correct word.
What is the mystery jumbled words?
SAMS (MASS)
MASS
ELOVICYT (VELOCITY)
VELOCITY
MUMOETMN (MOMENTUM)
MOMENTUM
Very good! It’s good to hear that all of you got it
correct.
What Is It?
Suppose that you are standing at the bottom of a
hill and faced with the option of stopping the truck
or bicycle.
What would you choose to stop?
The Truck or the Bicycle? Why?
Ma’am. I would decide to
stop the bike since it is
Very good!
lighter than the truck.
Who else has another answer?
Same with her Ma’am. The
truck is heavier and is
harder to stop compared to
the mass of the bicycle
which is lighter.
E. Discussing
new
concepts and
practicing
new skills #1
Let us first define momentum. Do you have any
idea what momentum is, class?
Ma’am, it is related with the
mass of an object based
from the given example
previously.
Very good. That is correct. Momentum is defined
as the product of mass and the velocity of an
object. Momentum simply means "mass in
motion.” Any moving object with a quantity of
matter has momentum.
The relationship can be described by the equation
p=mv.
Wherein,
p=momentum
m= mass
v=velocity
The letter “p” is derived from a Latin word Petereto go and seek.
Based from this triangle presented, what do you p=mv
think is the formula when we solve for p?
Very good. How about when we cover v? What is
v=p/m
the formula for velocity?
That is correct. How about for the mass? What do
you think is the formula? How do we derive it?
Alright. Very good.
Do you have any question before we proceed on
answering an example for this?
For example:
A bowling ball whose mass is 4.0 kg is rolling at a
rate of 2.5 m/s. What is its momentum?
In solving this problem, we need to use the
GUFSA method.
G-given
U-unknown
F-formula
S-solution
A-answer
Given:
m=4.0 kg
v=2.5 m/s
Unknown:
P=?
Formula:
P=mv
Solution:
P=mv
=(4.0 kg) (2.5 m/s)
Answer:
=10 kg.m/s
Who wants to solve this one problem?
m=p/v
Calculate the mass of a 2.38 kg tractor with a
momentum of 12.5 kg.m/s. What is the velocity of
the tractor?
Given:
m=2.38 kg
p=12.5 kg.m/s
Unknown:
v=?
Formula:
v=p/m
Solution:
v=p/m
=(12.5 kg.m/s)/(2.38 kg)
Answer:
v=5.25 m/s
Buzz Solving!
I already grouped you into 4 groups, and as I
call your name, please move within your group.
Understood, class?
Before proceeding, what are again the criteria
that we usually use during group activities,
class?
Cooperation
Correctness
Timeliness
Alright. Very good. So these following will be
use throughout the group activity.
Direction: Solve for the unknown in the given
problems. Always follow the GUFSA method.
Write your answers in the given paper. This
should be done within 5 minutes.
1. At the end of a race, a sprinter with a mass of
80 kg has a speed of 10 m/s. What is the
sprinter’s momentum?
2. An 8 kg bowling ball is rolling in a straight line
toward you. If its momentum is 16 kg.m/s, how
fast is it travelling? Find the velocity.
3. A beach ball is rolling in a straight line toward
you at a speed of 0.5 m/s. Its momentum is 0.25
kg.m/sec. What is the mass of the beach ball?
Alright. I think all groups are finished, let us
check your group work. Paste your answers in
the walls of the room and assign one member to
check the work of the other groups.
Who wants to solve for the following problems?
Three
(3)
students
will
After answering, the member who is assigned to
other group will check the output of that group.
volunteer on answering the
given problems on the
board.
Okay. Based from your activity, what do you think
is the relationship between mass and momentum;
and velocity and momentum? Anyone from the
group? This will be added to your group points.
F. Developing
Mastery
(Leads to
Formative
Assessment
3)
Ma’am, based from the
given
illustration,
the
relationship
between
momentum,
mass
and
velocity
is
directly
proportional same with the
Velocity
mass.
As
the
mass
Very good!
increases, the momentum
also increases. Same with
So all these 3 variables are directly proportional the velocity, Ma’am.
to each other.
PUZZLE TIME! (Group Activity)
We will have a group activity called the Puzzle
word. We will use the same group earlier.
Direction: Solve the equation to complete the
word puzzle below. Move the corresponding
letter for the correct answer of the equation on
the blank provided to form a message. (2
minutes)
P=12.5 kg.m/s
P. p=? m=5 kg
v= 2.5 m/s
R=2.5 m/s
R. v=? p=12.5 kg.m/s m= 2.5 kg
O=6.77 kg
O. m=? p=21 kg.m/s
v= 3.1 m/s
P=12.5 kg.m/s
P. p=? m=5 kg
v= 2.5 m/s
O. m=? p=21 kg.m/s
v= 3.1 m/s
O=6.77 kg
R. v=? p=12.5 kg.m/s m= 2.5 kg
R=2.5 m/s
T. p=? m=8 kg
v= 4.5 m/s
T=36 kg.m/s
I. v=? P=35 kg.m/s
m= 7.5 kg
O. m=? p=21 kg.m/s
v= 3.1 m/s
I=4.67 m/s
N. m=? p=5 kg.m/s
v= 2.5 m/s
O=6.77 kg
A. p=? m=18 kg
v= 6.5 m/s
N=2 kg
L. p=? m=10 kg
v= 8.75 m/s
A=117 kg.m/s
L=87.5 kg.m/s
Alright. I think you are all finish. So what is the
word formed?
Proportional, Ma’am.
Very good. What we have just discussed was
that all the variables earlier are directly
proportional to each other. If the momentum
increases, what will happen to the velocity? Or
the mass?
Very good.
It also increases, Ma’am.
Reality-based!
G. Finding
practical
application of
concepts and
skills in daily
living
Speaking of momentum, why do you think that
there is a need for us to use a seatbelt while
riding a vehicle? What is the main purpose of the The purpose of the
seatbelt?
seatbelt is to ensure the
safety of the driver as well
as the passenger, ma’am.
Very Good! Anyone? Why is seatbelt important,
especially when there is an unexpected accident?
A seatbelt is an essential
material inside a car
because it protects both
the
driver
and
the
passenger from preventing
to experience the greatest
impact in case there is an
accident.
The use of seatbelt is even prescribed by law in
order to lessen injuries from car crashes.
Alright. Can you think of any other scenario where
we use safety devices, especially for the riders?
Ma’am,
in
riding
a
motorcycle or bicycle, we
need to use helmet as
That is correct. That is why to those who have well.
motorcycles and using it to go to school, please
always wear a helmet. Such device is used for
the suddenly changed in momentum. This could
prevent you from receiving big impact from
accidents.
Clap Fun!
Did you understand our lesson today, class?
Yes, Ma’am.
H. Making
generalizatio
ns and
abstractions
about the
lesson
Alright. Let us see how well you understood
momentum. Stay with your group earlier and let
us have another activity. First, if you want to
answer, one will raise his/her hand from your
group. Second, all the members should clap their
hands three times if the given statement is true
and just clap once if it is not false.
1. Momentum is mass multiplied by velocity.
2. Momentum is inversely proportional to
mass.
3. Momentum is directly proportional to
velocity.
4. Heavier objects have higher momentum
than lighter ones.
5. Lighter objects have higher momentum
than lighter ones.
(Clap 3 times)
(Clap once)
(Clap 3 times)
(Clap 3 times)
(Clap once)
I. Evaluating
learning
J. Additional
activities for
application or
remediation
Direction: Choose the letter of the correct answer.
1. It is related with the mass and velocity of an object.
a. Magnitude
c. Momentum
b. Newton
d. Motion
2. It refers to the distance an object travelled in a
specific time.
a. Mass
c. Direction
b. Velocity
d. Momentum
3. It s the total amount of weight that makes up an
object.
a. Vector
c. Velocity
b. Quantity
d. Mass
4-5. Problem solving. Follow the GUFSA method.
a. What is the value of momentum of a 10 kg bowling
ball as it rolls down the alley at a velocity of 5 m/s?
In a ½ sheet of paper, give at least 3 examples of Yes, Ma’am.
scenario that involves collision and determine
which has greater momentum and explain why.
This will be two points each.
V. 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%
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?
PREPARED BY:
GRACE D. CULIAN
PRE-SERVICE TEACHER
CHECKED BY:
REVELY B. DOMDOM
COOPERATING TEACHER
NOTED BY:
EFIGINIA B. IN-UYAY
SCHOOL PRINCIPAL II