I.

Content Standard The learners demonstrate an understanding of the projectile

motion, impulse and momentum, and conservation of linear
momentum.

Performance Standard: The learners should be able to propose ways to enhance sports
related to projectile motion.
Learning Competencies: Relate impulse and momentum to collision of objects (e.g.,
vehicular collision) [S9FE IVb 36]
Learning Objectives At the end of the lesson, the learners are expected to:
a. Define momentum;
b. solve for the value of unknown variables (p, m, v): and
c. recognize the importance of the momentum that pertains to
safety.

II. SUBJECT MATTER

Topic Momentum
References Science Learning Module 9 page 257
https://youtu.be/gmq2hhiu34?si=FU_aML45kjaMj0wY
https://youtu.be/cdBeuE3mCAU?si=B9VuhrJ4UX0lNoau
Materials Visual Aid, Chalk, Laptop, tv
Subject Integrated Math, English and Physical Education
Values Integration To become aware of the importance of the road sign indicating the
speed limit to be warned and guided to any collisionrelated
damages/injuries.
III. PROCEDURE

Teachers Activity Students Activity

A. PREPARATION Greetings
Good morning, class! Good morning maam

Prayer
Everyone stand up for the Prayer.
Alexa kindly lead the prayer.
Amen.
Thank You. Alexa

Classroom arrangement The student will aarange their chair and

Before you seat down, Kindly Arrange your pick up the piece of paper under their
chair and Please pick up the pieces of chair.
paper or any trash under your chair.

Checking Of Attendance
Class secretary who are the absent for
today give me the list after our lesson.
Yes maam
Checking of Assignment
Okay,now did I give you an assignment Yes, maam
last meeting?

Kindly pass it and I’ll check it later.

Classroom Rules ✔ Listen attentively.

Before we start our lesson, let’s go over ✔ No gadgets allowed
our classroom rules. ✔ Raise your hand.
✔ Keep the classroom clean and
organized.
✔ Respect everyone.
I hope we will apply this rules in our room.

B. Elicit (5 min) Before we proceed to our new topic, let us

first have a short review of our previous
lesson.
Before we begin, Twenty student raised there hands.
Who among you thinks you're a Green Five Students point to their friend.
Flag friend?
And who here is willing to admit they might
have a few Red Flags?

Now, let’s play a short game called:

Red Flag or Green Flag

Under your chair, you have two flags:
Raise the Green Flag if you think the
statement is TRUE.
Raise the Red Flag if you think the
statement is FALSE.
Yes ma'am
Are we clear? Let’s start!

First Statement:
Projectile motion is the motion of an object
thrown or projected into the air, subject to
only the acceleration of gravity.
Is it Red Flag or Green Flag ?

Correct! That’s a Green Flag.

Next Statement
Second Statement:
 A trajectory is any object thrown into
space upon which the only acting force is
gravity.
Is it Red Flag or Green Flag ?
Third Statement:
A uniform velocity responsible for the
horizontal (forward) motion of the particle
is along the yaxis.
Is it Red Flag or Green Flag

Are you sure class?

Exactly! That’s a Red Flag.

Great work, class! You remembered the

key points about projectile motion. Do you
have any questions before we move on?

C. Engage Before we proceed to our new topic, I

(5 Min.) want you to pay close attention to this
reallife news report.

https://youtu.be/cdBeuE3mCAU?
si=B9VuhrJ4UX0lNoau

Motorcycle crashes into bus; 2 motorcycle

riders dead.

What do you think caused the accident Jerome: The bus is heavy and fast, so it
between the motorcycle and the bus? couldnt stop in time. That caused
Yes, jerome? collision.

Excellent!
Alexa: It takes longer for a big,fast
vehicle to stop because of how strong
In your opinion, why is it harder for larger its’s moving.
vehicles like buses to stop compared to
smaller ones like motorcycles?
Yes alexa?
Very good alexa!

Very good answer class

So, our lesson for today is Momentum

Now we shall go deeper but before that let At the end of the lesson, the learners
me present to you the following objectives are expected to:
of this lesson. a. define momentum;
b. solve for the value of unknown
Kindly read class our objectives. variables (p,m,v): and
c. recognize the importance of the
momentum that pertains to
safety
Thank you class.

D. Explore Alright, before we move on to the proper Needs

Impro
(5 min) discussion, let’s have an activity Criteri
a
Excellent
(10 pts)
Good (8
pts)
Fair (6 pts) veme
nt
(4 pts)
I’m going to divide you into three groups. Few
Each group will have a different task, so All group memb
members Some ers
make sure to follow the instructions were
Most
members
members contri
Partici actively participate buted;
carefully. After you're done, you'll present pation involved
participated
with minor
d; others low
your output to the class. and
contribute
prompting.
were
passive.
group
involv
d equally. ement
.
Here’s your activity sheet along with the Followed
all steps Followed Missed
Did
not
materials you’ll need. Read the Follow
ing
accuratel most steps some follow
y and correctly steps or instru
instructions, and if anything’s unclear, feel Instru
ctions
used with minor misused ctions
materials errors. materials. proper
free to ask me. correctly. ly.
Clear, Little
Mostly
Obser detailed Observatio or no
clear
You have 5 minutes to complete the vation
&
observati
ons with
observation
ns were
vague or
obser
vation
activity. Recor logical
s with basic
explanation
lacked s
ding explanati detail. record
.
ons. ed.
Strong
Weak
connectio
or
n
Conce Good Basic incorr
between
pt connection understan ect
the
Under with minor ding with under
activity
standi misconcepti several standi
and the
ng ons. gaps. ng of
Is that clear, class? ( refer to the activity sheet)

Alright then—let’s begin!

(Teacher facilitates the activity.) Group Activity Rubric: Momentum in
Action (Total: 50 points)
✅ Grading Scale (Total = 50 points):
45–50 points = Excellent Understanding
40–44 points = Good Understanding
35–39 points = Satisfactory
Below 35 points = Needs Improvement

Activity 1: The Momentum Battle –

Heavy vs. Light!

Guide Questions and Answers:

1. Which bottle was harder to
stop?
Answer: The bottle filled with
water or sand (heavier) was
harder to stop.
2. Which bottle hit the barrier with
more force?
Answer: The heavier bottle hit
the barrier with more force.
3. What do you observe about the
relationship between mass and
momentum?
Answer: The greater the mass,
the greater the momentum, if
both are moving at the same
speed.
4. Which bottle has more
momentum and why?
Answer: The heavier bottle has
more momentum because
momentum is directly
proportional to mass.

Activity 2: Speed It Up – Momentum

Calculation
Objective: To calculate momentum
using the formula p = m × v.
Guide Questions and Answers:
1. What formula did you use to
calculate momentum?
Answer: Momentum (p) = mass
(m) × velocity (v).
2. What did you observe when the
velocity increased while mass
remained the same?
Answer: The momentum also
increased when velocity
increased.
3. If two objects have the same
mass, which one will have more
momentum?
Answer: The one moving faster
(with greater velocity).
4. What does your group conclude
about how speed affects
momentum?
Answer: Speed has a direct
effect on momentum. The faster
an object moves, the greater its
momentum.
Activity 3: Helmet Heroes – Save
the Egg!
Guide Questions
1. Did your egg survive the fall?
Why or why not?
Answer: Yes, because the soft
 materials reduced the impact
and slowed down the egg’s
momentum.
2. What happened to the egg when
dropped without enough
protection?
Answer: It cracked or broke
because there was nothing to
absorb the impact.
3. How do the soft materials affect
the force on the egg?
Answer: They increase the time
of impact and reduce the force,
protecting the egg.
4. How is this activity related to
wearing helmets or seatbelts?
Answer: Helmets and seatbelts
protect us by reducing the
impact force during collisions,
just like the materials protected
the egg.

E. Explain The student will present their output.

Based on what we observed in the activity, Taghoy: It’s like how much force
how would you describe momentum in something has when it’s moving.
your own words?
Dacoco: It’s the ‘push’ an object has
when it’s in motion—it depends on how
heavy it is and how fast it’s going.

Mass and velocity. If one of them gets

bigger, the momentum gets bigger too.
Very good
Ivy: Momentum is the product of mass
What two things do you think affect an and velocity.
object’s momentum the most? Yujiru: It’s calculated by multiplying
mass by velocity.
Kyla: We noticed that the momentum
Very good got bigger when the object was heavier.
So if we were to define momentum in So, if the mass increased, the
science terms, what would we say? momentum also increased.

Very good
So, when you changed the mass of the
object in the activity, what did you notice
about its momentum? Did it stay the same,
or did something happen?

What about when you kept the mass the

same but made the object go faster—what Maria Clara: The momentum also
happened to the momentum then? increased. Even though the mass
stayed the same, when the velocity
increased, the momentum became
larger too.

Very good Ashley: The one that’s moving faster

has more momentum because velocity
Now imagine you have two objects that also affects momentum. If both have the
weigh the same. If one is moving faster same mass, then the one with higher
than the other, which do you think has speed will have higher momentum.
more momentum? Why do you think that
is?
Very good class

F. Elaborate Let’s try this problem together.

 Guided ProblemSolving using GUFSA:
Teacher:
A bowling ball has a mass of 4.0 kg and
rolls at a velocity of 2.5 m/s. Let’s solve for
its momentum using GUFSA. I’ll call on
someone to help for each step.
G – Given: m = 4.0 kg, v = 2.5 m/s
U – Unknown: p or momentum
F – Formula: p=m×v
S – Solution: p = 4.0 × 2.5
A – Answer: p = 10 kg·m/s

Awesome work! Now it’s your turn. Solve

these with your partner.

Try These:
A skateboard is rolling at 3.0 m/s and has
a momentum of 6.0 kg·m/s. What is its
mass?
Students work in pairs, then share
A baseball has a mass of 0.5 kg and a answers.
momentum of 10 kg·m/s. What is its
velocity?

Why do you think we wear seatbelts or

helmets when riding a vehicle or
motorcycle?

Exactly. Devices like seatbelts and

airbags are designed to reduce the effects
of sudden momentum changes by To protect us when there’s a sudden
spreading the force over time. That’s why stop or crash, ma’am.
momentum is important—not just in
science, but in real life too!

Let’s see how well you understood. If the

statement is true, clap three times. If it’s (Clap 3x)
false, clap once.
1. Momentum is mass multiplied by (Clap 1x)
velocity.
2. Momentum is inversely (Clap 3x)
proportional to mass.
3. Momentum is directly proportional (Clap 3x)
to velocity.
4. Heavier objects have higher (Clap 1x)
momentum.
5. Lighter objects always have higher
momentum.

G. Evaluate To test if you understand our lesson for

today. Kindly get ¼ paper and answer the
following question.
Answer the following questions based on
what you have learned in the lesson.
What is momentum, and how is it
calculated?
a) The force applied to an object,
calculated as F = ma
b) The product of an object’s mass and
velocity, calculated as p = mv
c) The resistance of an object to motion,
calculated as R = m/v
d) The acceleration of an object over time,
calculated as a = Δv/t
Which factor(s) affect the momentum of B
an object? C
a) Only mass B
b) Only velocity A
c) Both mass and velocity B
d) Neither mass nor velocity
 A moving object has a mass of 10 kg
and a velocity of 5 m/s. What is its
momentum?
a) 15 kg·m/s
b) 50 kg·m/s
c) 5 kg·m/s
d) 10 kg·m/s
Why do larger and heavier vehicles
cause more damage in collisions
compared to smaller and lighter ones?
a) They have more momentum due to
their greater mass.
b) They move faster than smaller
vehicles.
c) They have less force when stopping.
d) Their speed does not affect the impact.

Why is it important to wear a seatbelt

while riding a vehicle?
a) It helps increase the momentum of the
passenger.
b) It prevents passengers from being
thrown forward by reducing the sudden
change in momentum.
c) It increases the velocity of the
passenger during impact.
d) It has no relation to momentum and
impulse.

H. Extend In ½ crosswise answer the Question what

do you do when you Now, the question is
how would you stop a moving object?

Prepare for tomorrows lesson which is

about Impulse.
Do you have any questions regarding your
assignment, class?

Okay, that’s would be all for today’s

lesson. See you around, class. Have a
great day ahead!

Activity Sheet
Group 1
The Momentum Battle – Heavy vs. Light!
Objective:
Define momentum and observe how mass affects it.
Materials:
One empty plastic bottle Book or box (as a barrier)
One bottle filled with water/sand Smooth surface
Procedure:
1. Place both bottles on a smooth surface.
2. Push both with the same amount of force toward a barrier.
3. Observe which bottle hits harder or travels farther.
4. Discuss and answer the guide questions.
Guide Questions :
1. Which bottle was harder to stop? Why?
2. Which one hit the barrier with more force?
3. What does this tell us about mass and momentum?
4. Which bottle had more momentum? Explain.
Group 2
Speed It Up – Momentum Calculation
Objective: Calculate momentum using p = m × v.
Materials: Activity sheet, calculator, pen.
Procedure:
Solve the problem using the GUFSA method to show your complete solution.
G – Given: Write down what values are given in the problem.
U – Unknown: Identify what the problem is asking you to solve.
F – Formula: Write the correct formula based on the problem.
S – Solution: Show your stepbystep computation.
A – Answer: Box your final answer with the correct unit.
1. Solve the given problems.
2. Use the formula: momentum (p) = mass (m) × velocity (v).
3. Show your solution clearly and explain it within the group.
4. Write your conclusion and discuss how speed affects momentum
Problem 1
A toy car has a mass of 2 kg and moves with a velocity of 3 m/s. What is its momentum?
Problem 2
A skateboarder has a momentum of 120 kg·m/s and a velocity of 6 m/s. What is the mass
of the skateboarder?
Group 3
Helmet Heroes – Save the Egg
Objective:
Apply momentum in a reallife safety design.
Materials:
Egg or small cup, tape, soft materials, container.

Procedure:
1. Design a protective helmet for your egg using soft materials.
2. Place the egg inside a container and secure it properly.
3. Drop the egg setup from a height (e.g., desk or chair).
4. Observe the result and answer the guide questions.
5. Write your conclusion and relate it to reallife safety tools like helmets or seatbelts.
Guide Questions:
1. Did your egg survive? Why or why not?
2. How did the soft materials help reduce the impact?
3. What does this teach us about using helmets or seatbelts?
4. How is momentum related to the egg’s motion?

Group Activity Rubric: Momentum in

Action
Needs
Excellent Good Fair
Criteria Improvement
(10 pts) (8 pts) (6 pts)
(4 pts)
All group Some
Most members Few members
members were members
participated contributed; low
Participation actively involved participated;
with minor group
and contributed others were
prompting. involvement.
equally. passive.
Followed all
Followed most Missed some
steps accurately Did not follow
Following steps correctly steps or
and used instructions
Instructions with minor misused
materials properly.
errors. materials.
correctly.
Clear, detailed Mostly clear Observations
Little or no
Observation & observations observations were vague
observations
Recording with logical with basic or lacked
recorded.
explanations. explanation. detail.
 Needs
Excellent Good Fair
Criteria Improvement
(10 pts) (8 pts) (6 pts)
(4 pts)
Strong
Good
connection Basic Weak or
connection
Concept between the understandin incorrect
with minor
Understanding activity and the g with several understanding
misconception
momentum gaps. of momentum.
s.
concept.
Presentation Presentation Presentation
Group Group struggled
was clear, was mostly was unclear
Presentation & to explain
confident, and clear with or
Sharing findings.
well organized. minor issues. disorganized.
✅ Grading Scale (Total = 50 points):
45–50 points = Excellent Understanding
40–44 points = Good Understanding
35–39 points = Satisfactory
Below 35 points = Needs Improvement

Prepared by: Kyla Danish C. Estrabilla

Checked by: Ma'am Ma. Menchie S. Zate