School SAN PEDRO APARTADO NATIONAL HIGH SCHOOL Grade Level 9

DAILY LESSON LOG Teacher JESSA V. ESPIRITU Learning Area SCIENCE

Teaching Dates and Time 9 MAGALANG – 1:00- 2:00 ( M- F) Quarter FOURTH QUARTER
9 MASINOP- 10:00- 11:00 (M-F)
9 MATAPAT- 3:30- 4:30 ( M-F)
February 3-7, 2020

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standard The learners demonstrate understanding of uniformly accelerated motion, motion in two-dimensions using projectile motion as example, impulse and momentum, and conservation of
linear momentum.
B. Performance Standard Propose ways to enhance sports related to projectile motion.
C. Learning Competency/Objectives

 Discuss projectiles  Identify the factors that affect

launched at an angle momentum.  Identify the factors that affect the force of impact on moving objects.
Solve problem 2(p. 255)  Identify the relationship between  Enumerate examples of real life situations that applies momentum and
momentum , masses and velocity impulse
 Enumerate examples of real life  Solve problems on momentum
situations that applies momentum

II. Factors affecting Momentum Factors affecting Momentum Impulse and Momentum
Factors affecting Momentum
LEARNING RESOURCES
A References
.
1 Teacher’s Guide pages p. 181-182 p. 185
.
2 Learner’s Materials pages p.254-255 p. 256-259 p.259
.
3 Textbook pages
.
4 Additional Materials from Learning
. Resource
(LR)portal
5
.
B. Other Learning Resource

III PROCEDURES
.
Show a picture of Angry bird
A. Reviewing previous lesson or presenting launching then recall the previous Recall Newton’s first law of Recall the factors affecting momentum.
the new lesson activity. motion.
B. Establishing a purpose for the lesson Introduce equations for
projectiles launched at an angle. Show two toy cars of different masses Ask students if they have watched the
to be rolled simultaneously on an Pacquiao- Mayweather match, and ask
inclined plane. Call two students to what can be the techniques to lessen the
come to stop the two objects, one for impact of a punch to avoid getting
each student. Ask the class which toy knocked out. (Manny Pacquiao must
car is more difficult to stop. Ask them move according to the direction of the
to explain their answers. punch of Mayweather ).
C. Presenting Tell students that in physics, there is a • Ask why does a fall onto a trampoline
examples/Instances of the new lesson quantity (a vector quantity) that hurt less than onto a cement floor.
describes the tendency of a moving • Ask which is better to hit in case your
object to keep moving. It is also car becomes out
described as a measure of how hard to of control, a brick wall or a haystack.
stop an object. Ask them what makes (Dayami)(LOCALIZATION)
an object hard to stop and it is for child protection policy- The use of
them to find out in the following seatbelts and following the maximum
speed.
activity.
D. Discussing new concepts and practicing Discuss the steps in solving the Group discussion about Momentum Perform Activity 7 : “Playing Egg
new skills # 1 problem. and the law of Inertia Volleyball” and answer the guide
questions.
E. Discussing new concepts and practicing • • Recall Newton’s second law
new skills # 2 of motion (F=ma). Using this
equation, show that the change in
momentum is equivalent to the
product of force and time
(impulse). See page 263 of the
LM.
Give a sample problem.
F. Developing mastery Solve problem #2 of Let them do the exercises on p. 259 Give a set of exercises on
LM on page 255. determining change in momentum
or impulse.
G. Finding practical application of Cite how knowledge of momentum can • Explain the function of
concepts and skills in daily living be applied while driving a car. airbag, seat belts, and
GAD Integration- Everyone of us padded floors at a gym.
has the right to do whatever we want to Cite how the principle of
do but we have to consider the safety of impulse is applied in sports
others. like volleyball, badminton,
basketball and baseball.
GAD Integration- social
interaction
Values- the value of
sportsmanship and teamwork
 H. Making generalizations and abstractions Ask students to generalize the Ask what are the factors that affect Ask how change in momentum can be
about the lesson relationships between angle of momentum. determined.
release, the height, the range and the
time of travel of a
projectile.
I. Evaluating learning Give another problem solving Give a short multiple choice quiz.(See Give one situational problem for
activities to the students. attachment) evaluation.
Numeracy Skill – Solving problems
Numeracy Skill – Solving problems
Physics grade 8- Projectile motion

J. Additional activities for application or

remediation
IV. REMARKS The lesson was executed. The student The lesson was executed. Students The lesson was executed . It took two COT No. 3- Separate DLL
learn how to calculate problems Refreshes their mind about the concept days to finished the lesson because of the
regarding projectile motions. Newton’s First law of motion. They also learn problem solving part that consumes most
the concept behind Momentum o the Inertia in of the time. The student gain knowledge
motion. on momentum and impulse. The student
give real life situations where they can
apply the concepts learned.
V. REFLECTION
A. No. of learners who earned 9 Magalang- 30 out of 36 9 Magalang- 33 out of 36 9 Magalang- 34 out of 36
80% in the evaluation 9 Matapat- 25 out of 42 9 Matapat- 18 out of 42 9 Matapat- 20 out of 42
9 Masinop- 22 out of 35 9 Masinop- 18 out of 35 9 Masinop- 20 out of 35
B. No. of learners who require additional activities 9 Magalang- 6 out of 36 9 Magalang- 3 out of 36 9 Magalang- 2 out of 36
for remediation who scored below 80% 9 Matapat- 17 out of 42 9 Matapat- 24 out of 42 9 Matapat- 22 out of 42
9 Masinop- 13out of 35 9 Masinop- 17 out of 35 9 Masinop- 15 out of 35
C. Did the remedial lessons work? No. of learners  Art of questioning worked well for it evaluates the knowledge gained by the students at an instant.
who have caught up with the lesson  Simplified presentation and activities also worked well for students were able to understand the lessons easily.
 Group work among my students works well because I see them all engaged in the activity

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 Students are having a hard time to familiarize on the different concept about impulse and momentum ,and I think it is because of the lack of knowledge about the topic.
principal or supervisor can help me The problem I encountered while teaching these topics are the poor problem solving skills of the student . It took me time to discuss the problem solving part because of the mindset of the students towards
solve? solving situational problems.
G. What innovation or localized materials did I
use/discover which I wish to share with
other teachers?

Prepared by: JESSA V. ESPIRITU Checked by: LANI O. BERCILES

Subject Teacher Head Teacher III