DETAILED LESSON PLAN School: SIBALOM NATIONAL HIGH SCHOOL Year Level 

: 9
Teacher: CHARLOTTE T. ANTONIO Subject: Science 9
Duration: 1 hour and 30 minutes Grading: Fourth
I. OBJECTIVES
a. Content Standards The learners demonstrate an understanding of momentum conceptually and operationally
b. Performance Standards The learners should be able to propose ways to enhance skills (e.g. driving) related to momentum

c. Learning Competency/Objectives At the end of the lesson, the learners will be able to:
 Identify the factors that affect momentum of a moving object.
 Solve problems involving momentum.
 Relate the effects of collision in real-life situation.

Code: S9FE-IVb -36

II. CONTENT
a. Topic Momentum
b. Subject Integration  Relate impulse and momentum to collision of object (S9FE- Iva-35)
 Interpret simple graphs, tables and pictographs. (EN3LC-IVi-j-3.5)
 Demonstrate contrast between slow and fast speed while using locomotors skill (PE1BM- IIIc-d-9)
 Demonstrate relationship of movement (PE1BM- IVc- e-13)
 Observe safety precaution (PE4RD- IVb-h-3)

III. LEARNING RESOURCES & MATERIALS:

a. References Science 9 Learner’s Material, pp. 256-264

b. Other Learning Materials PowerPoint presentation

Pictures
Ball
Stopwatch
Protractor
IV. PROCEDURES
Teacher’s Activity Learner’s Activity

Preliminaries (5 minutes)

A. Prayer
Start the class with a prayer by asking a representative from the recent week’s A student will volunteer to lead the prayer.
cleaners.

B. Attendance
Do a roll call of the students’ names to know who are present and at the same
time, to take note of those who are not in the class.

C. Securing Health Protocol

- Remind students of the safety health protocol during class and in every
task they are going to perform or do.

D. Remind them to be polite at all times and follow the Classroom Rules.

a. Elicit
(5 minutes) Recall the Laws of Motion The students will come up with the answers:

Ask the students with the following questions:

1. What is Newton’s First Law of motion? 1. An object at rest remains at rest, and an object in
2. How does the net force acting on an object and its mass affect its motion remains in motion at constant speed and in a
acceleration? straight line unless acted on by an unbalanced force.
3. What are the two interacting forces involved in the third law of motion? 2. If the force acting on the object increases, the
acceleration also increases. If the mass of the object
increases, acceleration decreases.
3. Action and reaction forces
b. Engage
What makes things move? - force
(10 minutes)
How force makes an object move - when a force pushes or pulls the object, the object will
move in the direction of the force.

These might be some of the question you had in mind but were not really
answered in last year’s class

“Before I introduce to you the topic, I prepared three situations that will gives
you an idea on how the force makes an object move.”

Situation 1
“Imagine that you are running as fast as you can but didn’t notice that someone
is just few inches away from you. What will happen? I’ll get bumped on that person.

Why?”
Because it will be difficult to stop all of a sudden when
you are at the peak of running.
Situation 2
Car A is travelling at 80 km/h while car B is traveling at 30 km/h.

Which of the two cars would be more difficult to stop?

- Car A ma’am,
Why do you say so?
- Because it is faster than car B.

“In simple words, car A travels at 80 km/h is more difficult to stop compare to
the car B because car A is faster than car B.

Situation 3
Teacher will present two pictures of collision. Picture A
is a truck hitting a wall and picture B is a car hitting a
wall.
 Students will observe and analyse the two pictures. And
answer the following questions.
picture a picture b

Consider a cargo truck with a mass of 10, 000 kg traveling at a velocity of 40

kilometres per hour and a small car with a mass of 2000 kg traveling at the
same velocity.

1. If the two vehicles suddenly lose their breaks and crash against the wall, Answer:
which would you think would be more damaging? - the truck

Why did you say so?

- Because the truck is more massive compare to
the small car
2. On what factor would the impact of collision depend if their velocities are the
same?
- The mass
“Although the two vehicles have the same velocities but different mass, the
impact of the truck’s collision with the brick wall is far damaging compared
with the impact of the car’s collision with the brick wall. “

Based on the three scenarios, what affects the motion of the objects?

“When a force pushes or pulls the object, the object will move in the direction - force
of the force.”

Objective setting:
By asking the key questions, the teacher is setting the learning objective
for the lesson.
 a. Identify the factors that may affect the movement of an object.
b. Solve problems involving momentum.
c. Relate the effects of collision in real-life situation

c. Explore
(20 minutes) Before the conduct of the activity elicit the student’s prior knowledge on
momentum by asking:
Which is difficult to stop, a car moving at high speed or a bus moving at low
speed?

Of course, you need to know the momentum of the two moving bodies.

In order to determine the factors affecting the motion of the object. First, let’s
define what momentum is.
Momentum is the product of motion of a moving body, equal to the
product of its mass and velocity.

p
m v

P= mv
m= p/v
v= p/m

In this activity, we will measure the momentum of different balls.

Designing the Experiment:

The class will be divided into groups with 6 members. Let the students do the
activity.
Activity 1:
Investigating Momentum

I. Materials:
3 Small balls (different mass)
String
Hanging mass
Protractor
Calculator

Distribute the task in each member of the group.

• Leader
• Secretary
• 2 Presenter
Maintain social distancing during the group activity.

II. Procedure

1. Prepare the set-up below:

2. Measure the mass of the three balls and fill in the data on the table.
3. Position the ball as shown in the figure. Pull the hanging mass and measure
the angle of release at 150. Release the hanging mass. Be sure it hits the ball at
exact position.
4. Measure the time it takes for the ball to cover a distance of 1 m. Make three
trials. Fill in the table below.
5. Repeat procedures for the other balls.

Ball Mass (kg) Distance Time V= P=mv (kg m/s)

(m) (s) d/t (m/s)
1

Guide Questions:
1. Which ball rolled faster?
2. If you increased the angle of release, how would you compare the speed of
the ball?
3. How did mass affect the momentum of the balls?
4. How did velocity affect the momentum of the balls?

Possible answer:
Rubrics: 1. a ball which has the smallest mass
2. If we increase the angle of release, the speed of the
ball increases.
3. the greater the mass, the greater the momentum
4. If the velocity increases, so does the momentum.
 Answer Number of
points
A fully correct answer 3pts
1. A ball which has the
smallest mass
2. If we increase the angle
of release, the speed of the
ball increases
3. The greater the mass,
the greater the momentum.
4. If the velocity increases,
so does the momentum

Partially correct answer 1 pts

D. EXPLAIN
(20 minutes) Group Presentation:
1. Each group has two representatives to present their work in front of the class.
Let the groups compare and analyse their results.
Ask the key question: “Does your group conclusion agree with the other
group’s conclusion? Let them justify their answer.
2. Facilitate the answers of the students to give additional information based on
their output.
E. ELABORATE
(20 minutes) A. Let the students state the following:

a. road safety precautions

b. practical daily life applications on the momentum and collision.

Present to students’ video of vehicular accidents.

Relate the topic on the reasons why does accident involves collision.

“The reason why there’s a lot of accidents happening in our surroundings

because of too much speed. The greater the velocity, the greater the momentum,
and that is why
It is difficult to stop all of a sudden when they are at the peak of running.”

B. Bring out from the student’s idea what did they learn from the activity.

1. What makes things move?

2. How force makes an object move?

- Force
3. What are the factors affecting momentum? - When a force pushes or pulls the objects, the
4. What is the equation in finding the momentum? object will move in the direction of the force
5. Cite other examples that may shows how momentum works?
- Mass and velocity
- P= mv
C. Students will be given sample problem on how to solve the momentum and - (The answer may vary)
the other factors.
 Problem 1.
The bowling bowl whose mass is 4.0 kg is rolling at a rate of 2.5 m/s. What is
the momentum?

Problem 2.
A pitcher throws a baseball with a mass of 5.0 kg and a momentum of 10 kg
m/s. What is its velocity? - Momentum is 10 kg m/s

- Velocity is 2 m/s

” I prepare an assessment for you to answer in order to know what you have
learnt in today’s lesson.”

F. EVALUATING Kindly get ¼ sheet of pad paper and answer the following items.
LEARNING
(10 minutes Self-Assessment Self-Assessment
Students will be given time to write their learning about momentum. Students will be given time to write their learning about
Quiz: momentum.
Direction: Encircle the letter of the correct answer. Quiz:
1. It is defined as the product of the mass of an object and its velocity. Direction: Encircle the letter of the correct answer.
a. acceleration c. force 1. It is defined as the product of the mass of an object and
b. weight d. momentum its velocity.
2. The momentum of a moving body depends on its a. acceleration c. force
a. mass and volume c. mass and velocity b. weight d. momentum
b. velocity and force d. velocity and time 2. The momentum of a moving body depends on its
3. To increase the momentum of a runner, he must a. mass and volume
a. run slower c. maintain his speed b. velocity and force
b. run faster d. stop c. mass and velocity
4. A bus, truck, jeepney and tricycle are moving with the same velocity. Which d. velocity and time
 of these vehicles has the least momentum? 3. To increase the momentum of a runner, he must
a. bus c. jeepney a. run slower
b. truck d. tricycle b. run faster
5. Solve the mass. c. maintain his speed
A skateboard is rolling at a velocity of 3.0 m/s with a momentum of 6.0 kg m/s. d. stop
What is its mass? 4. A bus, truck, jeepney and tricycle are moving with the
same velocity. Which of these vehicles has the least
momentum?
a. bus
b. truck
c. jeepney
d. tricycle
5. Solve the mass.
A skateboard is rolling at a velocity of 3.0 m/s with a
momentum of 6.0 kg m/s. What is its mass?

Mass is 2 kg

G. Additional Let students explain the importance of wearing seatbelts.

activities for
application or
remediation

V. REMARKS
VI. REFLECTION
No. of learners who earned 80% in the evaluation
No. of learners who require additional activities for remediation
Did the remedial lessons work? No. of learners who have caught up with the
lesson
No. of learners who continue to require remediation
Which of my teaching strategies worked well? Why did these work?