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1 to 10 Grade Level 9
Daily Subject Katherine Joy C. Parocha Learning Areas Science
Lesson Teacher
Plan Teaching Feb. 06, 2019 Quarter 4
Date and Wednesday
Day 3
Time 6:50-7:40 Stargazer,
7:40-8:30 Marigold,
1:10-2:00 Carnation,
2:00-2:50 Sunflower,
3:05-3:55 Daisy

A. Content Standards The learners demonstrate an understanding of:
 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 Standards The learners shall be able to:
 Propose ways to enhance sports related to projectile motion.
C. Learning Competencies Learning Competency
and Objectives  describe the horizontal and vertical motions of a projectile;
1. compare the momentum of the same object moving with different
2. describe changes in momentum in terms of force and time
3. solve worded problems about momentum
Module No. 1 -
II. CONTENT Lesson No. 1 -
Topic Momentum


Teacher’s Guide Pages -
Learner’s Materials Pages -
Other Learning Resources Curriculum Guide in Science

Show two pictures of two vehicles moving at the same
velocity but having different masses.
Ask the question: If the two vehicles suddenly lose their
breaks and crash against the wall, which do you think
would be more damaging?

Students will watch a video clip about Momentum.

What makes things move? Why do some objects move
continuously while some moving objects stop suddenly?
Your mission for today is to design protection for an egg
to be dropped from a height of ten feet. The goal is for an
egg not to break when it hits the ground. Your design
must meet the following specifications:
 The product you design can travel with an egg or be
on the ground to catch it, but you must choose one or
the other.
 Each group will have one egg.
You may use only the materials provided to you. You do
not need to use all the materials, but you may not give
any unused materials to other groups.

1. Why can you not throw a raw egg against a wall

without breaking it, but you can throw it with the same
speed on a sagging sheet without breaking it?
2. How does the momentum of a car on the freeway
compare to the momentum of the same car on a small
dirt road?

Solve worded problem about momentum.

1. 3. If a 30kg boy riding a 7kg bicycle has a total
momentum of 115kg.m/s, what is the velocity of the boy
and the bicycle put together?

MOMENTUM- the product of an object’s mass and it’s

-“inertia in motion”
-Unit is kg.m/s
p= m x v
p = momentum
m = mass of the moving body
ν = velocity of the moving body

Did you know?

The impulse-momentum theorem is used by highway-
safety engineers to determine stopping times and safe
following distances for cars and trucks. The theorem is
also used to design safety equipment that decreases the
force exerted on the human body during collisions.
Firefighters make use of nets and giant air mattresses to
catch people who have to jump from tall buildings.

Solve 3 worded problems about momentum.

Calculate the momentum of the ff.

a. a basketball ball having 2kg mass and 6m/s velocity

moves to the east
b. a car having 15m/s velocity and 1500kg mass moves
to the north
c. a child having mass 25kg and velocity 2m/s moves to
the west
1 point =given 1 point = unknown
1 point = formula
2 points = solution



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
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
7. What innovation or localized
materials did I Use or discover
which I wish to share with other

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