School Bauan Technical High School Grade Level 9

GRADES
1 to 10 Teacher Jethro H. Salvan Learning Areas Science
Daily Teaching
Lesson Date and Quarter Fourth
Log Time
Day 1
I. OBJECTIVES
A. Content Standards  Demonstrate an understanding of projectile motion
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-IVa-34
 LC1. Describe the horizontal and vertical motions of a projectile.
Objectives:
 LO1. Record the time for the tin can to travel a given distance;
 LO2. Construct a graph showing the results of the calculation
Module No.1 Motion in Two Dimensions
II. CONTENT Lesson No.1 Projectile Motion
Topic Topic : Projectile Motion
Subtopic: Uniformly Accelerated Motion
(Horizontal Dimension)

III. LEARNING RESOURCES

Teacher’s Guide Pages 164-165 
Learner’s Materials Pages 233-234
Other Learning Resources

IV. PROCEDURE
The following questions may be asked to review the students’ prior
A. ELICIT knowledge about speed, velocity and acceleration:
 What is speed? velocity?
 What is the difference between speed and velocity?
 What is acceleration?
A drill may be conducted by completing the table showing velocity,
displacement and time to elicit their prior knowledge in velocity since they
learned the concept when they were in Grade 7.
A. A picture of an airplane taking off will be shown. The following questions
B. ENGAGE may be asked:
1. What do you think should be the motion of an airplane preparing for take-
off?
2. How will you describe the speed of the plane from rest until it takes off?

B. Presentation of Activity “ Roll, Roll and Away!”

C. EXPLORE
Do Activity 1: Roll, Roll and Away!
A. Guide Questions:
1. How will you describe the graph of:
a. distance vs. time?
b. distance vs. time2?
2. What is the relationship between distance and time of travel of the rolling
can? What does it imply?
Ask the following questions:
D. EXPLAIN 1. What is the relationship of distance to its time on distance-time graph?
2. How can we graph uniform motion?
3. How can we graph a non-moving object?
4. How can we illustrate if the object is accelerating?
5. How can we illustrate if the object is deccelerating?
A. Draw the graphical representation of motion of an
E. ELABORATE a. escalator.
b. a boulder rolling downhill.

B. Using distance vs time and distance vs time2 graph, describe the motion
of a given body in terms of its acceleration
 Describe the motion represented by the following graphs in terms of velocity
F. EVALUATE and acceleration.
1. 2.

Give situation/scenario that the object is in uniform motion, non-moving

G. EXTEND object and accelerating object.

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? 

School Bauan Technical High School Grade Level 9

GRADES
1 to 10 Teacher Jethro H. Salvan Learning Areas Science
Daily Teaching
Lesson Date and Quarter Fourth
Log Time
Day 2

I. OBJECTIVES
A. Content Standards Demonstrate an understanding of projectile motion
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-IVa-34
LC1. Describe the horizontal and vertical motions of a projectile
Objectives:
 LO1. Calculate the acceleration of the can rolling down an inclined
plane, given distance vs. time and distance vs. time 2 graphs of its
motion; and
 LO2. Describe the motion of an object given distance vs. time or
distance vs. time2 graph
Module No. 1 Motion in Two Dimensions
II. CONTENT
Lesson No.2 Projectile Motion
 Topic Projectile Motion
Subtopic: Uniformly Accelerated Motion (Post
Laboratory Discussion)

III. LEARNING RESOURCES

Teacher’s Guide Pages 164 - 165 
Learner’s Materials Pages 233 – 234
Other Learning Resources

IV. PROCEDURE
Recall the activity done on the previous day. The following questions may
A. ELICIT be asked:
1. How would you describe the motion of the rolling tin can in terms of
velocity as it rolled down the plane?
Did the can accelerate while rolling down the plane?
A. Present the motion graphs obtained in the activity done on the previous
B. ENGAGE day. Have the students describe the d-t and d-t2 graphs.
B. Presentation of the Activity Roll, Roll and Away! (Post Lab)
Presentation of Motion Graphs. The students will calculate the acceleration
C. EXPLORE of the object in the given graphs.
Guide Questions:
1. What is the slope of d – t2 graph? What quantity does the slope of d – t2
graph represent? (Refer to the unit of the slope)
2. What do the graphs of distance vs. time and distance vs. time 2 suggest?
1. How are we going to calculate the acceleration of the can rolling down an
D. EXPLAIN inclined plane, given distance vs. time and distance vs. time 2 graphs of
its motion?
2. How can we describe the motion of an object given distance vs. time
versus distance vs. time2 graph? How can we differentiate it?
Make a simple story of a body’s motion which can be represented by the
E. ELABORATE given graph. Describe its motion at specific intervals.
d
1. AB
2. BC C D
3. CD
4. DE
B
E

How did you calculate the acceleration of the can rolling downt the inclined
plane?
Students will do the “Show Me Board”. They will do it according to their
F. EVALUATE groupings.
Directions: Read each question carefully. Choose the statement that
best answers each question.
1. The displacement-time graph on the right represents the motion of
a cart initially moving forward along a straight line. During which
interval is the cart moving forward at constant speed?
a. AB
b. BC
c. CD
d. DE

2. Which graph best

represents the motion of an object initially at rest and accelerating
uniformly?
 3. What is the meaning of the slope on a distance versus time
graph?
a. Acceleration b. Displacement c. Momentum d. Speed

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? 

School Bauan Technical High School Grade Level 9

GRADES
1 to 10 Teacher Jethro H. Salvan Learning Areas Science
Daily Teaching
Lesson Date and Quarter Fourth
Log Time
Day 3

I. OBJECTIVES
A. Content Standards  Demonstrate an understanding of projectile motion
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-IVa-34
 Describe the horizontal and vertical motions of a projectile.
Objectives:
 . Solve problems in uniformly accelerated motion
 Module No. 1 Motion in Two Dimensions
II. CONTENT Lesson No. 3 Topic: Projectile Motion
Topic Projectile Motion
Subtopic: Uniformly Accelerated Motion
(Problem Solving)

III. LEARNING RESOURCES

Teacher’s Guide Pages 165 - 166
Learner’s Materials Pages 234 - 237
Other Learning Resources

IV. PROCEDURE
Have the students define the following quantities:
A. ELICIT 1. Velocity
2. Average velocity
3. Acceleration
A. Present the defining equations of velocity, average velocity and
B. ENGAGE acceleration
B. Derive the equations for uniformly accelerated motion. Present sample
problems (LM pp. 236 – 237)
A. Problem Solving in Uniformly Accelerated Motion (Please refer to
C. EXPLORE Worksheet #1: Uniformly Accelerated Motion –Problem Solving)
B. Present and discuss the solutions to the given problems.
Have the students solve another set of problems in uniformly accelerated
D. EXPLAIN motion (by pairs)
Suppose a car accelerates on a straight highway.
E. ELABORATE a. How would you describe the car’s speedometer?
b. In what particular instances does this happen?
c. How did you solve problems in uniformly accelerated motion?
Students will compute problems on accelerated motion. They will do it with
F. EVALUATE their seatmate and write it on a small board.
1. A car with initial velocity of 20 m/s accelerates at 1m/s2. What is its
velocity after the first 5 seconds?
2. Using the final velocity computed in number 1, how far has the car gone
after the first 5 seconds?
3. A car having initial velocity of 20 m/s decelerates at -1 m/s. How far will
this car have gone when it comes to a stop?
Have the students solve another set of problems in uniformly accelerated
G. EXTEND motion.

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? 

School Bauan Technical High School Grade Level 9

GRADES
1 to 10 Teacher Jethro H. Salvan Learning Areas Science
Daily Teachin
Lesson g Date Quarter Fourth
Log and
Time Day 4

I. OBJECTIVES
A. Content Standards  Demonstrate an understanding of projectile motion
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-IVa-34
 LC1. Describe the horizontal and vertical motions of a projectile.
Objectives:
 LO1. Define freely falling bodies
 LO2. Record the time for the ball to reach the ground
 LO3. Calculate the height of a building
Module No.1 Motion in Two Dimensions
II. CONTENT Lesson No. 4 Topic: Projectile Motion
Topic Topic: Projectile Motion
Subtopic: Freely Falling Bodies

III. LEARNING RESOURCES

Teacher’s Guide Pages 167 
Learner’s Materials Pages 237-239
Other Learning Resources

IV. PROCEDURE
A picture of a boy about to drop a stone from the top of a cliff will be shown.
A. ELICIT The following questions may be asked:
1. Describe what you see in the picture.
2. If the stone were dropped, what do you think would happen?
A. Using pictures of stones provided by the teacher, have the students
B. ENGAGE paste the stones to show the path taken as the it falls.
B. Presentation of Activity 2 “Drop Me”
A. Activity 2: Drop Me!
C. EXPLORE Guide Questions:
1. What is the velocity of the ball just before it hits the ground?
2. How will you compare the actual height of the building from the result of
the experiment?
3. What is the percentage error? (%error= (AR-ER)/AR x 100)
B. Present a sample problem. (LM p. 240)
Zed is playing with a ball on top of a building but the ball fell and hit the
ground after 2.6 seconds. What is the final velocity of the ball just before
it hits the ground and how high is the building?
Have the students solve another set of problems in freely falling bodies. (by
D. EXPLAIN pairs)
Have the students choose a partner and determine each other’s reaction
E. ELABORATE time by dropping a ruler between his/her partner’s fingers.
1. What are freely falling bodies?
2. How did you calculate the height of a building?
Directions: Read the problem carefully. Choose the statement that best
F. EVALUATE answers the following questions.
For numbers 1 and 3, consider the problem:
A stone is dropped from the top of a building.
 1. If it takes 5 seconds for the stone to hit the ground, how high is the
building?
a. 29.5 m b. 127.5 m c. 122.5 m d. 250 m

2. What is the velocity just before it hits the ground?

a. 0 b. 24 m/s c. 35 m/s d. 49 m/s

3. What is the magnitude of the acceleration of the stone just before it

hits the ground?
a. 0 b. 5 m/s2 c. 9.8 m/s2 d. 24 m/s2
Answers: 1. c 2. d 3. b
Solve the given problem.
G. EXTEND The acceleration of gravity on the moon is 1.62 m/s2. If a ball is
dropped on the moon from a height of 1.50 m, determine the time for the ball
to fall on the surface of the moon.
Formulate three problems about free falling objects and solve for the
V. REMARKS
following problems.
Have the s
VI. REFLECTION falling bodi
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? 

School Sta. Monica National High School Grade Level 9

GRADES
1 to 10 Teacher Marife V. Malabanan Learning Areas Science
Daily Teaching
Lesson Date and Quarter Fourth
Log Time
Day 5

I. OBJECTIVES
A. Content Standards  Demonstrate an understanding of projectile motion
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-IVa-34
 LC1. Describe the horizontal and vertical motions of a projectile.
Objectives:
 LO1. Determine the initial velocity of a ball thrown upward;
 LO2. Record the time for the ball to reach the ground;
 LO3. Record the time for ball to reach its maximum height; and
 LO4. Calculate the maximum height reached by the ball thrown
 vertically upward.
Module No. 1 Motion in Two Dimensions
II. CONTENT Lesson No. 5 Topic: Projectile Motion
Topic Topic: Projectile Motion
Subtopic: Freely Falling Bodies

III. LEARNING RESOURCES

Teacher’s Guide Pages 167-168 
Learner’s Materials Pages 239 - 241 
Other Learning Resources

IV. PROCEDURE
A picture of a boy about to throw a stone straight up will be shown. The
A. ELICIT following questions may be asked:
1. Describe what you see in the picture.
2. If the stone were thrown vertically upward, what do you think would
happen?
A. Using pictures of stones provided by the teacher, have the students paste
B. ENGAGE the stones to show the path taken as the it moves up and then down.
B. Presentation of Activity 3: You Raise Me Up!
A. Do Activity No. 3 : You Raise Me Up!.
C. EXPLORE Guide Questions:
1. What do you think happens to the speed of the ball as it reaches its
maximum height?
2. What will happen to the ball’s velocity as it falls farther below the
point of release?
3. Compare the time for the ball to reach its maximum height and the
time for the ball to reach the ground.
4. What equations can be used to describe the motion of the object
quantitatively?
B. Present Sample Problem 2 (LM p. 241)
The Philippine tarsier is capable of jumping to a height of 1.5 m in hunting
for food. Determine the take-off speed of the tarsier.
Have the students solve another set of problems in freely falling bodies. (by
D. EXPLAIN pairs)
Have the students choose a partner and determine each other’s hang time
E. ELABORATE (i.e. the total time one’s body is in the air) when jumping. Let them use a
ruler or meterstick to do it.
1. How did you calculate the maximum height reached by an object thrown
vertically upward?
2. What equations can be used to describe the motion of the object
quantitatively?
Directions: Read the problem carefully. Choose the statement
F. EVALUATE that best answers the following questions.

For numbers 1 and 2, consider the problem:

A stone is thrown vertically upward at 9.8 m/s on top of a 122.5 m
high building.

1. What is the velocity of the stone just before it hits the ground?
a. 49.00 m/s
b. 49.10 m/s
c. 49.97 m/s
d. 50.07 m/s
2. When will the stone reach the ground?
a. 4.1 s b. 5.1 s c. 6.1 s d. 7.1s

3. How fast must a ball be thrown upward to reach a height of 12

meters?
a. 19.6 m/s b. 15.34 m/s c. 10.84 m/s d. 4.42 m/s
Answers: 1. c 2. b 3. b

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? 

School Sta. Monica National High School Grade Level 9

GRADES
1 to 10 Teacher Marife V. Malabanan Learning Areas Science
Daily Teaching
Lesson Date and Quarter Fourth
Log Time
Day 6

I. OBJECTIVES
A. Content Standards  Demonstrate an understanding of projectile motion
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-IVa-34
 LC1. Describe the horizontal and vertical motions of a projectile.
Objectives:
 LO1. Describe the horizontal and vertical motions of a projectile
 LO2. Make quantitative analyses of the horizontal and vertical
motions of a projectile
 LO3. Solve problems in projectile motion
Module No.1 Motion in Two Dimensions
II. CONTENT Lesson No.6 Topic: Projectile Motion
Topic Projectile Motion
Subtopic: Projectile Motion

III. LEARNING RESOURCES

Teacher’s Guide Pages 168 - 169 
Learner’s Materials Pages 252 – 255
Other Learning Resources https://www.youtube.com/watch?v=hlW6hZkgmkA (Projectile Animation)
https://www.youtube.com/watch?v=o09x3G9vcfE (PALARONG PAMBANSA
2014 Events Highlights)

IV. PROCEDURE
The 4-min video clip entitled “PALARONG PAMBANSA 2014 Events
A. ELICIT Highlights”https://www.youtube.com/watch?v=o09x3G9vcfE (or some videos
on youth sports events) will be shown. Let the students identify the different
kinds of motion demonstrated in particular sports categories.
 A. Have students identify bodies in two-dimensional motion. Let them
B. ENGAGE describe how the bodies move.
B. Demonstration Activity (Predict-Observe-Explain Approach)
Before the demonstration, the teacher will pose the following questions and
will let the students predict on what will happen to the marbles when
released.
1. What do you think will happen to marble A when released? to marble B?
2. Sketch the path that will be taken by each marble when released.
3. Which will reach the floor first, marble A or marble B?
Demonstration Proper: Using the Projectile Kit Apparatus, the teacher will
ask a student to demonstrate projectile and freely falling motions. This
may be repeated for several trials by other students.
A. Guide Questions:
C. EXPLORE 1. What happened to each of the marbles when released by the apparatus?
2. Sketch the path taken by each marble when released. Explain why such
paths were obtained.
3. Which of the two marbles is a projectile?
4. Describe the horizontal and vertical motions of a projectile. (Projectile
Animation : https://www.youtube.com/watch?v=hlW6hZkgmkA may be
shown to the students.)
5. Which of the marbles reached the floor first? What can you infer from
this?
B. Present Sample Problems: (LM pp. 252, 255)
1. A marble is thrown horizontally from a table top with a velocity of 1.50
m/s. The marble falls 0.70 m away from the table’s edge.
A. How high is the table?
B. What is the marble’s velocity just before it hits the floor?
A soccer ball is kicked at ground level with a speed of 20 m/s at an angle of
45o to the horizontal. How long does it take for the ball to hit the ground?
Let the students solve another set of problems in projectile motion (by pairs).
D. EXPLAIN 1. A pool ball leaves a 0.60-meter high table with an initial horizontal
velocity of 2.4 m/s. Predict the time required for the pool ball to fall to the
ground and the horizontal distance between the table's edge and the
ball's landing location.
2. A football is kicked with an initial velocity of 25 m/s at an angle of 45-
degrees with the horizontal. Determine the time of flight, the horizontal
distance, and the peak height of the football.
A flame retardant is dropped from an airplane moving horizontally. Let a
E. ELABORATE student sketch on the board the path taken by the retardant as it falls.
How would you describe the horizontal and vertical motions of a projectile…
qualitatively? quantitatively? (What are the equations necessary to analyze
the motion of a projectile?)
Solve the given problem.
F. EVALUATE A wheel falls from an airplane flying horizontally at an altitude of 490 meters.
How long will it take for the wheel to reach the ground?
Solve the given problem:
G. EXTEND A long jumper leaves the ground with an initial velocity of 12 m/s at an angle
of 28-degrees above the horizontal. Determine the time of flight, the horizontal
distance, and the peak height of the long-jumper.
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? 

School Sta. Monica National High School Grade Level 9

GRADES
1 to 10 Teacher Marife V. Malabanan Learning Areas Science
Daily Teaching
Lesson Date and Quarter Fourth
Log Time
Day 7

I. OBJECTIVES
A. Content Standards  Demonstrate an understanding of projectile motion
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-IVa-35
 LC2. Investigate the relationship between the angle of release and
the height and range of the projectile
Objectives:
 LO1. Investigate the relationships between the projection angle, the
height, the range, and the time of travel of a projectile.
Module No.1 Module 1: Motion in Two Dimensions
II. CONTENT Lesson No.7 Topic: Projectile Motion
Topic Projectile Motion

III. LEARNING RESOURCES

Teacher’s Guide Pages 181-182
Learner’s Materials Pages
Other Learning Resources

IV. PROCEDURE

A. ELICIT “4 PICS 1 WORD” While showing the

picture to the class, ask the students to
guess the word that describes all given
pictures. When answered correctly, let
them explain how the word
“PROJECTILE” fits to describe all
pictures.

B. ENGAGE Virtual Lab Activity in Projectile Motion (Please refer to Worksheet #2.)
Do Activity Worksheet # 2.
C. EXPLORE Guide Questions:
1. What is trajectory?
2. Which angle had the maximum range?
3. Which angle had the maximum height?
4. Which angle had the longest time of travel?
5. Compare the maximum range obtained for these pairs of launch
angles.
 a. 10° and 80°
b. 30° and 60°
6. What pattern is observed for these angles and their maximum ranges?

D. EXPLAIN Cite situations that show examples of objects in projectile motion.

How does the angle of projection affect the following?
E. ELABORATE a. Range
b. Height
c. Time of travel
Match column A with columns B and C to satisfy the measures of range and
F. EVALUATE time of flight of a projectile launched at the given angles with an initial
velocity of 20 m/s.
A(angle of projection) B (range) C (time of flight)
1. 10o a. 40.82 m v. 2.04 s
2. 30o b. 13.96 m w. 4.02 s
3. 45o c. 35.35 m x. 3.53 s
4. 60o y. 0.71 s
5. 80o z. 2.89 s
Answers:
1. by 2. cv 3. az 4.cy 5. bw

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? 

School Sta. Monica National High School Grade Level 9

GRADES
1 to 10 Teacher Marife V. Malabanan Learning Areas Science
Daily Teaching
Lesson Date and Quarter Fourth
Log Time
Day 8

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. Identify the factors that affect momentum.
 LO2. 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

III. LEARNING RESOURCES

Teacher’s Guide Pages 184 – 185
Learner’s Materials Pages 256 – 258
Other Learning Resources https://www.youtube.com/watch?v=pR2MCfa4KZI

IV. PROCEDURE
Pictures of two vehicles moving at the same velocity but having different
A. ELICIT masses will be shown to the students.

The following questions may be asked:

1. Compare the masses of the two vehicles.
2. What similarities do they have?
3. If the two vehicles suddenly lose their breaks and crash against the brick
wall, which do you think would be more damaging?
A. If the two vehicles suddenly lose their breaks and crash against the brick
B. ENGAGE wall, which do you think would be more damaging?
B. Presentation of Activity 6: Investigating Momentum
A. Do Activity 6: Investigating Momentum
C. EXPLORE Guide Questions:

1. How will you compare the stopping distances of the two toy cars in each
point of release?
2. What causes the difference in the stopping distances of the cars released
at the same initial position?
3. Did the two toy vehicles immediately stop as they hit the block of wood?
Describe the stopping distances of each toy car at varying initial
positions.
4. What causes the varying stopping distances of each toy car at different
points of release?
5. Describe the motion of the toy car in each initial position. What quantity
does this represent?
6. Which has a greater stopping distance, the small toy car or the big toy
truck? How do stopping distances of each one change according to the
point of release?
7. What does the stopping distance of the toy cars in the given table
represent?
8. If momentum is a measure of how difficult it is to stop a moving object,
which of the two vehicles had a greater momentum?
9. Give the factors affecting the momentum of an object.
10. How do the mass and velocity of an object affect momentum?
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.

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? 

Prepared by:

Jethro H. Salvan

Marife V. Malabanan