Grade 9 Lesson - Momentum

School Pangasinan School of Arts and Trades Grade Level 9
GRADE 9
DAILY LESSON PLAN Teacher Ma. Ester Berliese G. Frias Learning Area Science
Teaching Dates March 18, 2019
Quarter Fourth
and Time 10:30 a.m.–11:30 a.m.
I. OBJECTIVES
A. Content Standard The learners demonstrate understanding of projectile motion, impulse and momentum, and
conservation of linear momentum.
B. Performance Standard The learners shall be to propose ways to enhance sports related to projectile motion.
C. Learning Competency Relate impulse and momentum to collision of objects (e.g., vehicular collision). (S9FE-IVb-36)
D. Objectives 1. Define momentum.
2. Cite situations where momentum is involved.
3. Solve problems involving momentum.
II. CONTENT Momentum
III. LEARNING RESOURCES

A. References
1. Teachers Guide pages Grade 9 Science Teacher’s Module, Department of Education, Philippines, p. 223
2. Learner’s Material Grade 9 Science Learner’s Module, Department of Education, Philippines, p. 320–322
pages
B. Other Resources http://www.cpalms.org/uploads/resources/46111/Momentum%20Practice.pdf
IV. PROCEDURES
A. Reviewing previous Conduct a review about projectile motion using the following
lesson or presenting questions:
ELICIT
the new lesson a. What is projectile motion?
(2 min)
b. What are the examples of projectile motion?
B. Establishing a purpose Present a picture of a person running in an oval track. Ask the following
for the lesson questions:
a. Imagine that you are running very fast when suddenly, someone
blocks your path. What do you think will happen? (I’ll get bumped
into that person.)
C. Presenting
ENGAGE b. Why do you think so? (Because it will be difficult to stop all of a
examples/instances of
(5 min) sudden when you are at the peak of running)
the new lesson
Say: Let’s verify this answer as we discuss our lesson today, which is all
about momentum. Commented [MEBGF1]: KRA1-OBJ1-MOV2-Integration of
content knowledge within and across subject areas
Subject Area Integration: Physical Education
D. Discussing new Have the students watch a video clip of two vehicles approaching each
Through this engaging scenario, students were able to realize the
concepts and other at an intersection. Ask the following guide questions: connection among the concepts related to momentum and sport
practicing new skills #1 a. What did you observe in the video clip? (Two vehicles approaching events such as track and field.
E. Discussing new each other)
concepts and EXPLORE b. What do you think would happen if both vehicles continue moving
practicing new skills #2 (10 min) toward the intersection? (They would hit each other.)
c. Which vehicle do you think would have greater damage? Why?
(The lighter vehicle would have greater damage because it has
lesser mass than the other vehicle.)
F. Developing mastery Discuss the concept of momentum using PowerPoint presentation and
the following guide questions:
a. From the video presented earlier, what are the two factors that
affect the momentum of an object? (mass and velocity)
b. How does mass affect an object’s momentum? (The greater the
EXPLAIN mass, the greater the momentum of the object.)
(20 min) c. How does velocity of an object affect its momentum? (The greater
the velocity, the greater its momentum.)
Emphasize that momentum is a vector quantity, which means that the

direction of momentum of the object is the same as the direction of its
velocity.
Present the formula for solving momentum. Have students calculate
the momentum of an object given its mass and velocity.
G. Finding practical Present the following situations:

application of concepts a. A large truck and a car are both moving at the same speed. If
and skills in daily living both of them lose their breaks and crash against wall, which would
H. Making generalization suffer greater damage, the truck or the car? Why?
and abstractions about b. If you were in a car that was out of control and had to choose
the lesson ELABORATE between hitting a haystack or a concrete wall, which would you
(10 min) choose? Why?
c. When a boxer sees that he will be hit, he relaxes his neck and
allows his head to move backwards upon impact, it is called riding
the punch. A boxer does this to extend the time of impact of the
glove with his head. Why?
I. Evaluating learning Ask the students to solve the following:

a. A 5.0 kg ball is launched with a speed of 2.0 m/s. Find the
momentum of the ball.
b. A 500 kg car is driving with a speed of 4 m/s. Find the momentum
EVALUATE
of the car.
(14 min)
c. Two students are running in a cross country race. One has a mass
of 60 kg, while the other has a mass of 70 kg. If they are both
running with a speed of 7 m/s, which has more momentum? Why?
J. Additional activities for Ask the students to define impulse and how it is related to momentum.
EXTEND
application or
(1 min)
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the
evaluation
B. No. of learners who require additional
activities for remediation who scored below
80%
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 materials did I
use/discover which I wish to share with other
teachers?
Prepared by:
MA. ESTER BERLIESE G. FRIAS

Teacher I
Commented [MEBGF2]: KRA1-OBJ1-MOV3-Instructional
materials highlighting integration of content knowledge within
and across subject areas
A picture of a runner in an oval track was shown during the Engage
part.

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School Pangasinan School of Arts and Trades Grade Level 9

III. LEARNING RESOURCES

Emphasize that momentum is a vector quantity, which means that the

G. Finding practical Present the following situations:

I. Evaluating learning Ask the students to solve the following:

MA. ESTER BERLIESE G. FRIAS

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