SCHOOL MSEMSAT GRADE LEVEL Grade 7

TEACHER Glacy P. Rato LEARNING AREA Science

TEACHING June 4, 2019 QUARTER First
DAILY LESSON DATES AND TIME 7:30-8:30,8:30-9:30
LOG 9:45-10:45, 4:12-5:12

MONDAY
I.OBJECTIVES
A. Content Standards The learner demonstrates understanding of some important properties of
solutions
B. Performance Standards The learners shall be able to prepares different concentrations of mixtures
according to uses and availability of materials .
C. Learning The learner shall be able to investigates how fast solids dissolve in water .
Competencies/Objectives
Write the LC Code for each S9FE-IVa35
II.CONTENT 
III.LEARNING RESOURCES
A. References
1.Teacher’s Guides/Pages pp. 18-20

2.Learner’s Materials Pages pp. 29-31

3.Textbook Pages
4.Additional Materials from
Learning Resources (LR) portal
B. Other Learning Resources
IV.PROCEDURES
A. Reviewing previous lesson or Pre-assessment:
presenting the new lesson
Consider the two identical cars. Car A is traveling at 80 km/h while Car B is
traveling at 30 km/h. Which of the two cars would be more difficult to stop?
Which of the two cars has more momentum?

Car A, being faster, is more difficult to stop. It has more momentum.

B. Establishing a purpose for the
lesson
C. Presenting examples/instances
of the new lesson
D. Discussing new concepts and Divide the class into five (5) groups. Then, perform the Activity, “Investigating
practicing new skills #1 Momentum”

Procedure:
1. Place several books on top of a table and position the plane board at
an angle of about 30o from the horizontal.
2. Using masking tape and marker, label distances of every 10 cm
starting from the lower portion of the inclined plane up to the other edge
of the inclined plane.
3. Place the block of wood about 10 cm from the foot of the inclined

E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to formative assessment)
G. Finding practical/applications
of concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
plane. Label this as the block’s initial position.
4. Position the small toy car at the 20-cm mark and record the time it
takes for the toy car to move down the inclined plane and hit the block
of wood.
Figure 13. A toy car on an inclined plane
5. Measure how far the block moved. Record this as the stopping distance.
6. Repeat steps 4 and 5 while varying only the initial position / distance for
40 cm, 60 cm, 80 cm, 100 cm.
7. Do steps 4 to 6, this time using the bigger toy vehicle. Record your data in
the table.
Guide Questions:
Q1. How will you compare their stopping distances?
Q2. Did the two toy vehicles immediately stop as they hit the block of
wood? Describe the stopping distances of the two toy cars.
Q3. Which has a greater stopping distance, the small toy car or the big toy
truck? How do the stopping distances of each one change according to the
point of release?
Q4. If momentum is a measure of how difficult it is to stop a moving object,
which of the two vehicles had a greater momentum?
Discussion of the concepts involving the momentum.
An object’s momentum is also known as inertia in motion therefore a greater
momentum. Momentum depends on two factors, mass and velocity.
The formula used is:
𝑚
𝑝=
𝑣
Where p is the momentum, m is mass and v is velocity.
I. Evaluating Learning Summative Assessment
Applying the equation learned, answer the following problems:
1. A bowling ball whose mass is 4.0 kg is rolling at a rate of 2.5 m/s. What
is its momentum?
2. A skateboard is rolling at a velocity of 3.0 m/s with a momentum of 6.0
kgm/s. What is its mass?
3. A pitcher throws a baseball with a mass of 0.5 kg and a momentum of 10
kgm/s. What is its velocity?
J. Additional activities for
application or remediation
V.REMARKS
VI.REFLECTION
A. No. of learners who earned
80% of the formative assessment
B. No. of learners who require
additional activities to
remediation
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
material did I use/discover which
I wish to share with other
teachers?