2ND QUARTER.pdf

1
DAILY LESSON LOG
School Grade Level 10
Teacher Learning Area SCIENCE
Teaching Date and Time Quarter SECOND
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
A. Content Standard The learners should demonstrate an understanding of the different regions of the electromagnetic spectrum.
B. Performance Standard
C. Learning
Competency/Objectives
Write the LC code for each.
S10FE-IIa-b-47
Trace the Timeline of EM wave
theory
Describe how electromagnetic
(EM) wave is produced and
propagated.
Compare the relative
wavelengths, frequencies,
and energies of the
different regions of the
electromagnetic spectrum.
Identify materials that
can block or allow radio
waves to pass through.
Compare the speed of
EM waves through
different materials.
Produce and detect
radio waves
II. CONTENT Electromagnetic Spectrum
Development of EM wave
theory
Electric and Magnetic Fields Electromagnetic Spectrum Characteristics of
Electromagnetic Waves
Electromagnetic
Spectrum
(Radio Wave)
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
pp. 118 pp.120 pp. 121 pp.121 pp.122
2. Learner’s Materials
pages
pp. 144 pp. 146-147 pp. 147-152 pp.149-150 pp.152-153
3. Textbook pages

2
4. Additional Materials
from Learning
Resource (LR)portal
B. Other Learning Resource http://inventors.about.com/od/ti
melines/a/Electromagnets.htm
http://orangeuy.com/waves-
and-electromagnetic-
spectrum-worksheet-
answers.html
1.
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the
new lesson
Recall Electromagnetic
Induction
Define Electricity and
Magnetism Define Electricity
and Magnetism
Recall the properties of
EM waves.
Recall the different
types EM waves.
Recall the different
regions of the EM
waves.
B. Establishing a purpose
for the lesson
Show pictures of the different
applications of EM Wave.(e.g.
remote & x-ray film)
PICTURE ANALYSIS:
The students will analyze the
picture and identify which is
electric field and magnetic
field?
Name the given
pictures.(see attachments)
Relate them to the types
of EM waves
Show a remote
controlled car. What
kind of EM waves it is?
How does radio wave
produce?
C. Presenting
examples/Instances of
the new lesson.
Show pictures of the different
proponents of EM wave theory.
(based on their Homework
yesterday)
Does it travel in a medium?
What are the characteristics
of Electromagnetic
wave?(frequency,speed and
wavelength)
Solving sample problems.
V=ƛƒ
How does a RC Car
move.
After the students
know the different
regions of the EM
spectrum they will
perform an experiment
about the radio wave.
D. Discussing new concepts
and practicing new skills
# 1
Perform Activity 1:How it came
about...The Electromagnetic
Wave Theory.
Compute the following
problems on page 147 of the
LM.
Perform Activity
Electromagnetic Wave
(see attachment)
Perform Activity 2: Now
you go! Now you won’t!
(LM pp. 149-150)
Perform Activity
3:Sound Check...on
page 152 of the LM.

3
E. Discussing new concepts
# 2
Discuss the different types of
EM waves.
.
F. Developing mastery
(leads to Formative
Assessment 3)
Based on the activity what new
insights/learning did you get
about natural world?How did it
change your view about light?
Enumerate the characteristics
of electromagnetic wave
Based on the activity
enumerate the types of
EM waves.
Radio wave
Micro wave
Infrared
Visible light
UV
X-ray
Gamma ray
Based on the activity
which materials can
block or allow radio
waves to pass through
so that the RC car can
move.
Discuss the answer in
the Guide questions.
G. Finding practical
application of concepts
and skills in daily living
What would happen if EM
waves were not discovered?
Why do you think some
materials block the EM
wave?
When you are listening
to the radio,sometimes
you hear static sound
how can you resolve
it?
H. Making generalizations
and abstractions about
the lesson
Proponents of EM Waves
Hans Christian Oersted
Andrei Marie Ampere
Michael Faraday
James Clerk Maxwell
Heinrich Hertz
A wave is a disturbance that
transfer energy.
EM waves can travel through
a medium but unlike other
types of waves, they can also
travel in VACUUM.
V=ƛƒ
Waves in the EM
spectrum include the
following from the longest
wavelength to the shortest
wavelength.
Radio wave
Micro wave
Infrared
Visible light
UV
X-ray
Gamma ray
Electromagnetic waves
do not need any
material medium for
their propagation. They
can travel through a
vacuum. They have
high speed.They are
caused by change in
electric and magnetic
field.
I. Evaluating learning Answer in the activity Give another problem for the Label the Pictures(see Answer in activity Answer in activity

4
students to answer.(see
attachment)
attachment)
J. Additional activities for
application or
remediation
Research for more scientist
who made significant
contributions in the
development of the study on
the EM spectrum.
Research about different
types of Electromagnetic
Spectrum
IV. REMARKS
V. 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?

5
DAILY LESSON LOG
School Grade Level 10
Teacher Learning Area SCIENCE
Teaching Dates and Time Quarter SECOND
I. OBJECTIVES
A. Content Standard The learners should demonstrate an understanding of the different regions of the electromagnetic spectrum.
B. Performance Standard
C. Learning Competency
/Objectives
Write the LC code for each.
S10FE-IIa-b-47
Describe how radio waves are
generated,transmitted, and
received.
Name the parts of the radio
transmitter and receiver and give
the functions of each parts.
S10FE-IIe-f-47
Discover infrared and its
effect.
Explain the relationship
between frequency and
energy carried by an EM
wave.
S10FE-IIe-f-47
Discover the effects of
UV rays?
S10FE-IIa-b-47
Define visible light.
S10FE-IIa-b-47
Compare and discuss
the relative wavelength
of microwave, x-ray and
gamma ray.
Cite some applications
and uses to human
being.
II. CONTENT Electromagnetic spectrum
Radio waves Infrared Ultraviolet Visible light Micro wave,X-ray and
Gamma ray
III. LEARNING
RESOURCES
A. References
pages
pp.122-123 pp. 124-125 pp. 127-128 pp.127 pp. 124,128
pages
pp. 153-154 pp.157-158 pp. 161-162 pp. 160 pp.155,162-163
3. Textbook pages
from Learning
Resource (LR)portal

6
B. Other Learning Resource https://www.google.com.ph/webhp?
sourceid=chrome-
instant&ion=1&espv=2&ie=UTF-
8#q=radio+waves
https://www.google.com.ph/we
bhp?sourceid=chrome-
instant&ion=1&espv=2&ie=UT
F-8#q=infrared+waves
https://www.google.com.
ph/webhp?sourceid=chr
ome-
instant&ion=1&espv=2&i
e=UTF-
8#q=ultraviolet+waves
https://www.google.com.ph
/webhp?sourceid=chrome-
instant&ion=1&espv=2&ie=
UTF-
8#q=visible+light+waves
https://www.google.com.ph
/webhp?sourceid=chrome-
instant&ion=1&espv=2&ie=
UTF-8#q=x+ray+waves
IV. PROCEDURES
new lesson
Recall how radio waves
produced.
Recall the wavelength and
frequency of infrared.
(as their previous lesson)
Recall the wavelength
and frequency of
ultraviolet.(as their
previous lesson)
Enumerate the colors
that constitute the visible
light.
Recall the wavelength of
microwave,x-ray and
gamma ray.
B. Establishing a purpose
for the lesson We are familiar to a radio, can
you name the parts of it?
Do we know how it transmit and
receive sound?
Use a dictionary to look up
the definition of of the prefix
infra,what does this tell
you about the position of
infrared radiation on the EM
spectrum?
Look for the meaning
of ultra, relate it to
the location of
ultraviolet radiation on
the EM spectrum.
The students will sing
the Nursery Rhyme:
Rainbow
How many colors does
the rainbow have?
Each time it appear in
the sky.
Red
Orange
Yellow and
Green
Blue and
Indigo
the last one is
Violet.
Show a picture of
microwave oven and x-
ray film.
Ask them how does
these things very useful
to us.
C. Presenting
the new lesson
How radio waves are
generated?
Where do we use infrared?
D. Discussing new concepts
# 1
Divide the class into 5 groups.
Let each group perform Activity
4: Then there was sound?(LM
pp.153-154)
Perform Activity 5: Its
getting hotter (LM pp. 157-
158)
Perform Activity 6:
Screen UV out (LM
pp.161-162)
Discuss the different
colors of visible light.
Identify the wavelength
of each colors of visible
light.
Define Microwave,X-ray
and Gamma ray.
Describe how these
radiation help us.

7
http://www.darvill.clara.n
et/emag/emagvis.htm
E. Discussing new concepts
# 2
Let each group present their
observations in the experiment.
Clarify students’ misconception.
Let each group present their
observations in the
experiment.
Let each group
present their
observations in the
experiment.
The teacher facilitates
the discussion to
clarify students’
misconception.
(leads to Formative
Assessment 3)
What common problems could
arise during transmission and
reception of radio waves?
Aside from the given
applications in the book,
cite atleast 5 other
applications of infrared
radiation.
Can ultraviolet
radiation damage our
skin?
List down the different
colors present in visible
light.
What is microwave?X-
ray? Gamma ray?
What is microwave
transmission?How does
microwave works?
What is the use of x-ray?
How are they produced?
What emits gamma ray?
How are they produced?
What are dangers of
gamma rays?
What is the importance of radio
waves in our daily life?
Enumerate the things
that prove that radiation
is useful to us.
H. Making generalizations
the lesson
Radio waves may interfere with
other signals. This makes
transmission and reception
difficult.
Infared was discovered
by a famous astronomer
Sir Frederick William
Herschel,it is a form of
radiation other than a
visible light.
Another applications of
infrared:
1.car locking systems
2. emergency response
UV radiationlight has
shorter wavelengths
than visible light.
Although UV waves are
invisible to the human
eye, some insects, such
as bumblebees, can see
them.
It is a type of radiation
that is produced by the
sun and some artificial
sources, such as
Visible light is a form of
electromagnetic (EM)
radiation, as are
radio waves, infrared
radiation, ultraviolet
radiation, X-rays and
microwaves.
Generally, visible light is
defined as the wavelengths
that are visible to most
human eyes.
Microwave radiation is
a form of
electromagnetic radiation
that has a frequency of
between 0.3 and 300
gigahertz, which places it
between radio and infrared
waves on the
electromagnetic spectrum.
The corresponding
wavelengths
of microwaves are

8
systems
3.home security systems
4. headphones
5.computers
a. mouse
b. keyboards
c. printers
solariums. The
sun's UV radiation is the
major cause of sunburn,
premature ageing, eye
damage and skin
damage leading to skin
cancer . However, it is
also the best natural
source of vitamin D.
Light is a transverse,
electromagnetic wave that
can be seen by humans.
The wave nature
of light was first illustrated
through experiments on
diffraction and interference.
Like all electromagnetic
waves, light can travel
through a vacuum.
between 1 millimeter and 1
meter.
X-rays are a very
energetic form of
electromagnetic radiation
that can be used to take
images of the human body.
Gamma rays are the most
energetic form of
electromagnetic radiation,
with a very short
wavelength of less than
one-tenth of a
nanometer. Gamma radiati
on is the product of
radioactive atoms.
Depending upon the ratio
of neutrons to protons
within its nucleus, an
isotope of a particular
element may be stable or
unstable.
I. Evaluating learning Answer in the activity. Answer in the Activity. Answer in the activity Short Quiz (see
attachment)
Short Quiz (see
attachment)
J. Additional activities for
application or
remediation
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be
done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask
them relevant questions.
earned 80% in the
evaluation
require additional

9
C. Did the remedial lessons
the lesson
continue to require
remediation
Why did these work?
encounter which my
can help me solve?
use/discover which I wish
to share with other
teachers?

10
DAILY LESSON LOG
School Southville 5-A National High School Grade Level 10
Teacher Ms. Michelle V. Morauda Learning Area SCIENCE
Teaching Date and Time Quarter FOURTH
VI.OBJECTIVES
D. Content Standard The learners demonstrate an understanding of the image formed by the different types of mirrors and lenses.
E. Performance Standard The learners should be able to make informed choices on selecting the right type of mirrors or lenses for specific purposes.
F. Learning
Write the LC code for each. S10FE-IIg-50
 Pre-assess students’
knowledge about
reflection of light in
mirrors.
 Determine the height,
width, and the distance
from the mirror of the
image formed by plane
mirrors.
 Compare the actual
height, width and the
distance from the mirror
of the object with that of
the image formed by
plane mirror.
S10FE-IIg-50
 Compare the angle of
reflection and the
angle of incidence.
 State one of the laws
of reflection.
S10FE-IIg-50
 Describe the
image formed by
plane mirror.
 Show an
understanding of
reversal effect in
mirrors by writing
laterally inverted
letters and words.
S10FE-IIg-50
 Identify the
relationship
between the
number of
images formed
and the angle
between the two
mirrors.
 Use the
gathered data to
derive the
formula for
determining the
number of
images formed
when two
mirrors are kept
at a certain
angle.
S10FE-IIg-50
 Differentiate a
concave and
convex mirror.
VII. CONTENT REFLECTION OF LIGHT IN MIRRORS

11
Reflection of Light in Plane
Mirror
(Activity 1 Mirror, mirror, on the
wall….)
Reflection of Light in Plane
Mirror
(Activity 2 Angle of Incidence
vs. Angle of Reflection)
Reflection of Light in
Plane Mirror
(Activity 3 Mirror Left-Right
Reversal)
Reflection of Light in
Plane Mirrors ( Activity
4 Who wants to be a
millionaire?)
Curved Mirror
VIII. LEARNING
RESOURCES
C. References
pages
136-137 138-139 139-140 140-141 141-142
pages
173-175 175-177 177-178 178-180 180-181
7. Textbook pages
from Learning
Resource (LR)portal
http://www.physicsclassroom.c
om/class/refln/Lesson-2/Image-
Characteristics
http://www.rpi.edu/dept/phys/
ScIT/InformationTransfer/reflr
efr/rr_sample/rrsample_05.ht
ml
http://www.physicsclassro
om.com/class/refln/Lesson
-2/Image-Characteristics
http://www.physicsclass
room.com/class/refln/Le
sson-2/Right-Angle-
Mirrors
http://www.physicsclass
room.com/class/refln/Le
sson-2/Other-Multiple-
Mirror-Systems
http://www.physicsclas
sroom.com/class/refln/
Lesson-3/The-
Anatomy-of-a-Curved-
Mirror
D. Other Learning Resource
IX. PROCEDURES
K. Reviewing previous
new lesson
Ask the students to answer the
pre-assessment (LM pp.169-
172)
Recall the characteristics of
the image formed in plane
mirror.
Review the law of
reflection.
Review the image
formed by plane mirror.
Review what a mirror is
and what it is used for.
L. Establishing a purpose
for the lesson
Review students’ prior Ask a student to stand in
front of a plane mirror. The
You may ask the
students supposed
To introduce the
lesson, the teacher

12
knowledge about light.
Ask the following questions:
 What is the nature of
light?
 What is reflection?
teacher may ask the
following questions.
1. Is your image
exactly the same
size as you are?
Where is it
apparently found?
2. Raise your left
hand. What hand
does your image
raise?
there are two mirrors at
a right angle, what do
you think will happen to
your image?
may ask the following
questions:
 Have you seen
your image on
the two sides of
clear spoon? If
yes, you may
ask a follow-up
question.
 What do you
notice about
your image on
each of the two
sides of the
spoon?
 How will you
compare your
image from the
two sides of the
spoon?
M. Presenting
the new lesson.
Ask the students to write the
word “AMBULANCE” in a sheet
of paper in the same manner
as it is written in the ambulance
car. Ask them also to bring the
sheet in front of the mirror and
read the word “AMBULANCE”.
Solicit answers to the students
why it is written that way.
To learn more about the
reflection of light, the teacher
may show a video clip.
(https://www.youtube.com/wat
ch?v=vt-SG7Pn8UU)
Show a video clip.
https://www.youtube.com/
watch?v=BPJ5CsGqtjU
https://www.youtube.com/
watch?v=QsjbesdhM3w
Show a video clip.
https://www.youtube.co
m/watch?v=ra1SozRvrh
E&t=79s
Show a video clip on
how light rays are
reflected on a concave
and convex mirror.
m/watch?v=5WwCP0k
U9lE
m/watch?v=KV0ASy7K
E5I
N. Discussing new concepts
# 1
To elicit the concept of
reflection, divide the class into
small groups and let them
Let the students perform
activity 2 Angle of Incidence
vs. Angle of Reflection (LM pp
Divide the class into small
groups and let them
perform Actvity 3 Mirror
Let the students
perform Activity 4 Who
Wants to be a
The teacher may pass
around spherical
mirrors labeled as

13
perform activity 1 Mirror, mirror,
on the wall…. (LM pp 173-174)
Note: Remind the students to
handle the mirror with care
because some mirrors have
sharp edges.
176-177)
Note: Remind the students to
handle the mirror with care
because some mirrors have
sharp edges.
Warn the students to avoid
pointing laser to someone’s
eye.
Left-Right Reversal Millionaire? (LM pp
178-179)
Class discussion on the
data they have
gathered in the activity.
The teacher facilitates
the discussion to clarify
students’
misconception.
Note: Remind the
students to handle the
mirror with care
because some mirrors
have sharp edges.
concave and convex
mirror. Ask the
students to tell the
differences in terms of
the shape and images
formed.
O. Discussing new concepts
# 2
Let each group discuss their
observation in the activity.
The teacher clarifies students’
misconception regarding the
activity. The teacher may show
a video for the students to have
a deeper understanding about
the characteristics of the image
(https://www.youtube.com/watc
h?v=Poq3u7BFhqk)
Call a representative for each
group to present the result of
the activity.
The teacher clarifies students’
misconceptions regarding the
activity.
Group discussion You may let the
students make a table
of other angles and let
them answer how many
images are formed.

14
P. Developing mastery
(leads to Formative
Assessment 3)
 Compare the distance
from the mirror of the
object with that of the
image.
 How do the height and
width of the object
compare with the height
and width of the image?
 How does the angle of
incidence compare
with the angle of
reflection?
Ask the students to
describe the image formed
in plane mirror.
(For an online
assessment, the teacher
may create an account in
padlet.com and ask the
students to describe the
image formed by plane
mirror)
Example: You may visit
https://padlet.com/michelle
_morauda/PlaneMirrorIma
geFormation
What happens to the
number of images
formed as you vary the
angle between the
mirrors?
What relationship exists
between the number of
images formed and the
angle between two
mirrors?
Based on the data that
you have gathered,
what is the formula for
determining the number
of images formed by
two mirrors?
How will you
differentiate a concave
from a convex mirror?
Q. Finding practical
Why is the word
“AMBULANCE” written in
reversed?
A periscope is an instrument
for observation over, around
or through an obstacle.
Explain how light travels in a
periscope.
Brainstorming activity
on the application of
reflection of light in
mirrors as in hallways,
parlors, etc.
Ask the students to tell
where they can apply
the concept of concave
and convex mirrors.
R. Making generalizations
the lesson
The distance of the object from
the mirror is the same as the
distance of the image from the
mirror.
The height and the width of the
object is the same as the
height and width of the image
as seen from the plane mirror.
The law of reflection states
that
“The angle of incidence is
equal to the angle of
reflection”
“ The normal line, incident
ray, and the reflected ray lie
on the same plane.”
The image formed by a
plane mirror is always
erect, virtual, laterally
reversed, same size as
the object and found to be
apparently behind the
mirror.
As the between two
mirrors decreases, the
number of images
increases. Conversely,
as the angle between
the mirrors increases,
the number of images
formed decreases.
The number of images
is inversely proportional
A concave mirror is a
curved mirror in which
the reflective surface
bulges away from the
light source.
A convex mirror in
which the reflective
surface bulges towards
the light source.

15
to the angle between
two mirrors.
𝑁 =
360
ɵ
− 1
Where N = no. of
images
ɵ = angle between
The mirrors placed
parallel facing each
other makes an infinite
number of images.
S. Evaluating learning 1. You might have noticed that
emergency vehicles such as
ambulances are often labeled
on the front hood with reversed
lettering (e.g., ECNALUBMA).
Explain why this is so.
 Answer: Most drivers
will view the ambulance
in their rear-view
mirrors. As such, they
will be viewing an
image of the lettering.
Such images appear
with left-right reversal
and so will be viewed
with the proper
orientation -
AMBULANCE.
2. If Suzie stands 3 feet in front
of a plane mirror, how far from
Please refer to the
attachment.
Describe the image
Please refer to the
attachment.
The teacher may post
a pictures and the
students will identify
what type of curved
mirror.

16
the person will her image be
located?
 Answer: Suzie (the
object) is located 3 feet
from the mirror. Suzie's
image will be located 3
feet behind the mirror.
Thus, the distance
between Suzie and the
image will be 6 feet.
T. Additional activities for
application or
remediation
Let the students do a
brainstorming activity on other
possible signage. Ask them to
cite the relevance to the
society.
Think of an optical instrument
that employs the concept of
reflection of light.
For additional activity you
can make an assessment
through padlet.com.
You may visit
https://padlet.com/michelle
_morauda/leftrightreversal
V. REMARKS
X. REFLECTION
H. No. of learners who
earned 80% in the
evaluation
I. No. of learners who
require additional
J. Did the remedial lessons
the lesson

17
K. No. of learners who
continue to require
remediation
L. Which of my teaching
Why did these work?
M. What difficulties did I
encounter which my
can help me solve?
N. What innovation or
use/discover which I
wish to share with other
teachers?

18
DAILY LESSON LOG
School Southville 5-A National High School Grade Level 10
Teacher Ms. Michelle V. Morauda Learning Area SCIENCE
Teaching Date and Time Quarter FOURTH
I. OBJECTIVES
A. Content Standard The learners demonstrate an understanding of the image formed by the different types of mirrors and lenses.
B. Performance
Standard
The learners should be able to make informed choices on selecting the right type of mirrors or lenses for specific purposes.
C.Learning
Write the LC code for each. S10FE-IIg-50
 Describe the location,
size, and orientation of
the images formed by
curved mirrors.
 Appreciate the
importance of concave
and convex mirrors in
everyday life.
S10FE-IIg-51
 Construct ray
diagrams to determine
the location,
orientation, size and
type of images formed
by curved mirror.
S10FE-IIg-51
 Determine the
image size and
distance
operationally.
II. CONTENT REFLECTION OF LIGHT IN MIRRORS
Images Formed by Curved
Mirrors
Image Formed by Curved
Mirrors through Ray Diagram
The Mirror Equation
III. LEARNING
RESOURCES
A. References

19
pages
141-144 145-147 148-50
2. Learner’s
Materials pages
182-184 185-189 190-194
3. Textbook pages
4. Additional
Materials from
Learning
Resource
(LR)portal
B. Other Learning
Resource
http://www.physicsclassroom.c
om/class/refln/Lesson-
3/Reflection-of-Light-and-
Image-Formation
http://www.physicsclassroom.
com/class/refln/Lesson-3/Ray-
Diagrams-Concave-Mirrors
http://www.physicsclassro
om.com/class/refln/Lesson
-3/The-Mirror-Equation
XI. PROCEDURES
lesson or presenting
the new lesson
Review the differences
between a concave and a
convex mirror.
Recall the image formed by
curved mirrors.
Recall the image formed
by curved mirrors through
ray diagram.
B. Establishing a
purpose for the
lesson
Tell the students that based on
their previous discussion that a
concave and a convex mirror
formed different images.
Tell the students that another
way of describing the image
formed by curved mirrors is
through ray diagram.
Tell the students ray
diagrams provide useful
information about the
image formed but it does
not provide the information
in quantitative form.

C. Presenting
examples/Instances
of the new lesson.
The teacher will show a video
clip of the images formed by a
concave and convex mirror.
The will present the four
principal rays in curved
mirrors that is used in ray
diagramming. (Refer to LM pp
185-186)
Note: Instruct the students to
use four rays as much as
Introduce the mirror
equation. (Refer to LM
p.190)
Show a sample problem.
Note: To avoid mistake in
the problem solving part,

20
possible but tell them that at
least two rays are needed to
locate the image.
make sure that the sign
conventions were made
clear among students.
(Refer TG p.145)
D. Discussing new
concepts and
practicing new skills
# 1
Activity 5 Images Formed by
Curved Mirrors (LM pp 182-
184)
Let the students present their
observation. The teacher
facilitates the discussion to
clarify students’ misconception.
activity 6 Are you L-O-S-T
after Reflection? (LM pp 187-
188)
Note: Emphasize the
accuracy of measurement of
the focal point, F and center
of curvature, C.
Instruct the students to use
different colors of ink for
incident and reflected ray.
To ensure mastery on the
concept of mirror
equation, let the students
answer the problem
solving (LM pp. 192-193)
Boardwork
E. Discussing new
concepts and
practicing new skills
# 2
Let the students make a
concept map on the
difference of the images
formed on a concave and
convex mirror.
(leads to Formative
Assessment 3)
What happens to the size and
location of the image when you
bring the object nearer to the
concave mirror? Convex
mirror?
How does the location of the
object affect the
characteristics and location of
the image formed in a
concave mirror? Convex
mirror?
Give more problem
solving.

21
application of
concepts and skills in
daily living
Cite practical applications of
H. Making
generalizations and
abstractions about
the lesson
The size of the image
increases and the location
moves farther when you bring
the object near the concave
mirror.
The images formed by a
concave mirror can be real or
virtual depending on the
location of the object.
The images formed by convex
mirrors are virtual.
To generalize the topic on
image formation through ray
diagram, the teacher may ask
the students the location,
orientation, size and type of
image formed in curved
mirrors given different object
location.
The mirror equation
applies to both concave
and convex mirror.
However, for all locations
of objects in front of the
convex mirror, the image
always appears as if it is
located behind the mirror.
The image formed by a
concave mirror may be
real or virtual depending
on the object location.
I. Evaluating learning Answer guide questions
Activity 5.
Answer the guide questions in
activity 6.
Refer to the attachment.
J. Additional activities
for application or
remediation
You may create an online quiz
through padlet.com and ask
the students the application of
VI. REMARKS
VI. REFLECTION
earned 80% in the
evaluation
require additional
activities for
remediation who

22
scored below 80%
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson
continue to require
remediation
strategies worked
well? Why did these
work?
encounter which my
principal or
supervisor can help
me solve?
localized materials
did I use/discover
which I wish to share
with other teachers?

2ND QUARTER.pdf

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2ND QUARTER.pdf