DATE October 21, 2013 – Monday

Day 1
Section(s):
I. OBJECTIVE(S) At the end of the lesson, at least 75% of the students with 75 proficiency
should be able to achieve the ff. goals:

1. determine the meaning of reflection of light;

2. label the plane mirror diagram by the different terminologies; and
3. compare the distance, height and width of the object with the
distance, height and width image formed in a plane mirror.
II. LESSON A. UNIT 2 : Force, Motion and Energy
Module 3 : Light, Mirrors and Lenses
Topic: Reflection of Light in Mirrors

B. Reference/s: Science Learner’s Material for Grade 10 pp. 173-175

C. Materials: plane mirror, clay, graphing paper, 5 pcs. 25-centavo coins

III. LEARNING TASKS
A. ENGAGE Students will be engaged in a prior knowledge activity wherein they will be
asked regarding the concepts they learned from their previous years (Grade 7
and 8)
The ff. questions may be asked:
1. What is the nature of light?
2. What is reflection?
B. EXPLORE Students will perform Activity 1 Mirror, Mirror on the wall…

A. Preliminary Activities
1. Divide the class into 10 groups.
2. Explain the instructions.
3. Remind the students to handle the mirror with care because some
mirrors have sharp edges.
B. Activity Proper
Make sure that every member of the group has his/her own part in the
activity.
 Student 1 assembles the set up for the activity.
 Student 2 and 3 do the measurement of distance, height and
width.
 Student 4 and 5 record the data in the tables.
C. Post Activity Discussion
1. Representative from each group should present their data tables.
2. From there, ask the students to answer the ff. questions:
 How do you compare the distance of the object and image
from the mirror? (SAME)
 How do the height and width of the object compare with
the height and image of the image formed in a plane
mirror? (SAME)
 C. EXPLAIN The ff. concepts must be explained:
1. Reflection is the bouncing off of light rays when it hits a surface like
a plane mirror.
2. Plane Mirror Terminologies
 Incident Ray – the ray of light approaching the mirror
 Reflected Ray – the ray of light which leaves the mirror
 Normal line – an imaginary line that can be drawn
perpendicular to the surface of the mirror
 Angle of incidence – the angle between the incident ray and
the normal line
 Angle of reflection – the angle between the reflected ray and
the normal line.
3. Plane mirror always produces an image having the same height,
width and distance from the mirror as the object.
D. ELABORATE 1. Students will draw the light rays on a plane mirror using the ray
diagram and label the rays as incident and reflected rays.
2. Ask the students regarding the relevance of the concept of reflection
to the society.
E. EVALUATE Formative Assessment
Short quiz
1. When light bounces back off a surface, we say it has been ...
a. Reflected
b. Absorbed
c. Bent
2. In the ray diagram shown below, label
incident ray, reflected ray, normal line, angle of incidence, θi,
angle of reflection, θr.

Plane mirror
3. If your face is 62 cm in front of a plane mirror, where is the image
of your face located?
a. 62 cm in front of the mirror
b. 62 cm in back of the mirror
c. 62 cm below the mirror
d. 31 cm in front of the mirror
IV. ASSIGNMENT There is a special incident ray that reflects right back on itself.
How would you aim this incident ray to achieve that effect?
V. REFLECTION

SECTION PASTEUR GAUSS CURIE DARWIN

No. of Learners with Mastery Level
No. of Learners Needing Reinforcement
TOTAL
DATE October 21, 2013 – Monday
Day 2
Section(s):
I. OBJECTIVE(S) At the end of the lesson, at least 75% of the students with 75 proficiency
should be able to achieve the ff. goals:
1. Compare the angle of incidence and angle of reflection; and
2. State one of the laws of reflection.
II. LESSON A. UNIT 2 : Force, Motion and Energy
Module 3 : Light, Mirrors and Lenses
Topic: Law of Reflection

B. Reference/s: Science Learner’s Material for Grade 10 pp. 176-177

C. Materials: plane mirror, clay, protractor, ruler, laser

III. LEARNING TASKS
A. ENGAGE Ask two volunteers to bounce a basketball between them. Ask students to pay
attention to the angle that the student bounces the ball, and the angle it bounces
off the ground. Have volunteers try to bounce the ball from several different
angles. Tell students to observe the manner by which the ball bounces and
relate it to how light is reflected.
B. EXPLORE Students will perform Activity 2 Angle of Incidence vs. Angle of Reflection

A. Preliminary Activities
1. Divide the class into 10 groups.
2. Explain the instructions.
3. Remind the students to handle the mirror with care because some
mirrors have sharp edges.
4. Warn the students to avoid pointing the laser to someone’s eye.
B. Activity Proper
Make sure that every member of the group has his/her own part in the
activity.
 Student 1 assembles the set up for the activity.
 Student 2 and 3 do the measurement angles of incidence and
angles of reflection
 Student 4 and 5 record the data in the tables.
C. Post Activity Discussion
1. Representative from each group should present their data tables.
2. From there, ask the students to answer the ff. questions:
 How does the angle of incidence compare with angle of
reflection? (SAME/EQUAL)
 Based on the law of incidence and reflection, what is the
Law of reflection? (THE LAW OF REFLECTION
STATES THAT THE ANGLE OF INCIDENCE IS
EQUAL TO THE ANGLE OF REFLECTION).

C. EXPLAIN The ff. concepts must be explained:

Angle of incidence is always equal to the angle of reflection. This is
the law of reflection.
 In symbols:θi = θr

Example: If θi = 400, θr = 400

D. ELABORATE How does the Law of Reflection connect to a real-life situation?

(Reflection of light is employed significantly in making optical

instruments like periscopes. Periscopes allow sea navigators in a
submarine to see the surface of the water.)
E. EVALUATE Formative Assessment
Short quiz

 1. The diagram shows a single ray of light being directed at a plane mirror.
What is the angle of incidence and angle of reflection?

A) Angle of incidence = 40o, angle of reflection = 40o

B) Angle of incidence = 40o, angle of reflection = 50o
C) Angle of incidence = 50o, angle of reflection = 50o
D) Angle of incidence = 50o, angle of reflection = 40o

2. The law of reflection states that the angle of reflection __________.

A larger than the angle of incidence
B equals the angle of incidence
C cannot be equal to the angle of incidence
D smaller than the angle of incidence

3. Which one of the following is WRONG about the laws of reflection?

A) The incident ray and the reflected ray lie on the same plane.
B) The angle of incidence is equal to the angle of reflection.
C) The incident ray and the normal lie on the same plane.
D) The laws of reflection can be applied to the plane mirror only.

IV. ASSIGNMENT Research activity on why laser light/laser pointer should not be pointed
directly on one’s eye.
V. REFLECTION
SECTION PASTEUR GAUSS CURIE DARWIN
No. of Learners with Mastery Level
No. of Learners Needing Reinforcement
TOTAL
DATE October 21, 2013 – Monday
Day 3
Section(s):
I. OBJECTIVE(S) At the end of the lesson, at least 75% of the students with 75 proficiency
should be able to achieve the ff. goals:
1. Describe the images formed by a plane mirror; and
2. Show an understanding of reversal effect in mirrors by writing
laterally inverted letters and words.
II. LESSON A. UNIT 2 : Force, Motion and Energy
Module 3 : Light, Mirrors and Lenses
Topic: Image Formation by Plane Mirror

B. Reference/s: Science Learner’s Material for Grade 10 pp. 177-178

C. Materials: plane mirror, clay

III. LEARNING TASKS
A. ENGAGE 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”. Ask them
why it’s written that way and inform them that they will be performing an
activity that will elicit the reason behind the reversal of the word
“AMBULANCE”.
B. EXPLORE Students will perform Activity 3 Mirror Left-Right Reversal

A. Preliminary Activities
1. Inform the students that the activity is individual.
2. Explain the instructions.
3. Remind the students to handle the mirror with care because some
mirrors have sharp edges.
B. Activity Proper
 Students will perform the activity.
C. Post Activity Discussion
1. From the activity, ask the students to answer the ff. questions:
 What are the letters in the alphabet (in capital) that can be
read properly in front of a plane mirror? (A, I, H, M, O, T,
U, V, W, X, Y, Z)
 What are the words that can be read properly both with a
mirror and without a mirror? (MOM, WOW, IT, TAT,
TOOT, TIT)
 How is the quotation “HONESTY IS THE BEST
POLICY” being reflected in a plane mirror?

C. EXPLAIN The ff. concepts must be explained:

One of the characteristics of the image formed in a plane mirror is
LEFT-RIGHT REVERSAL. Example, if you raise your left hand,
you will notice that the image raises what would seem to be it's right
 hand. If you raise your right hand, the image raises what would seem
to be its left hand.
D. ELABORATE What are the other possible signage that exhibit left-right reversal and
cite its relevance to the society?
E. EVALUATE Formative Assessment
Short quiz

 1. What causes the word “ILLINOIS” to be read as “SIONILLI” in front of

a plane mirror?
 A. plane mirror has an effect of reversal to object in front of it.
 B. plane mirror causes object to be inverted when viewed.
 C. plane mirror has an apparent left-right reversal.
 2. Supposedly you are wearing a t-shirt with the word “PHYSICS” printed
on it, write how the image of the word will appear if you are in front of a
plane mirror.

IV. ASSIGNMENT Write a letter to your loved one (parent) written in reverse and reading it
requires a plane mirror in it.
V. REFLECTION

SECTION PASTEUR GAUSS CURIE DARWIN

No. of Learners with Mastery Level
No. of Learners Needing Reinforcement
TOTAL
DATE October 21, 2013 – Monday
Day 1
Section(s): DARWIN
I. OBJECTIVE(S) At the end of the lesson, at least 75% of the students with 75 proficiency
should be able to achieve the ff. goals:
1. Determine the relationship between the angle between two plane
mirrors and the number of images formed;
2. derived a formula for determining the number of images formed
when two mirrors are kept at a certain angle; and
3. differentiate regular from diffuse reflection.
II. LESSON A. UNIT 2 : Force, Motion and Energy
Module 3 : Light, Mirrors and Lenses
Topic: Multiple Reflection

B. Reference/s: Science Learner’s Material for Grade 10 pp. 178-180

C. Materials: 2 plane mirror, paper protractor, one-peso coin

III. LEARNING TASKS
A. ENGAGE Post an enlarged picture of the one below.

Then ask: What do you observe?

Introduce Multiple Reflection.
B. EXPLORE Students will perform Activity 4 Who wants to be a Millionaire?

A. Preliminary Activities
1. Divide the class into 10 groups.
2. Explain the instructions.
3. Remind the students to handle the mirror with care because some
mirrors have sharp edges.
B. Activity Proper
 Students will perform the activity.
C. Post Activity Discussion
1. From the activity, ask the students to answer the ff. questions:
 What happens to the number of images formed as you
vary the angle between the mirrors? (THE NUMBER OF
IMAGES CHANGES)
  What relationship exists between the number of images
formed and the angle between mirrors? (THE NUMBER
OF IMAGES IS INVERSELY PROPORTIONAL TO
THE ANGLE BETWEEN TWO MIRRORS.)
 Derive an equation/formula for determining the number of
images formed by two mirrors.
N = (360/θ)-1
Wherein: N = number of images
θ = angle between mirrors
 How should the mirrors be arranged such that an infinite
number of images will be formed or seen? (THE
MIRRORS SHOULD BE PLACED PARALLEL
FACING EACH OTHER TO SEE AN INFINITE
NUMBER OF IMAGES.)

C. EXPLAIN Aside from the concepts elicited during the post-activity discussion, the ff.
concepts must be explained:
1. Reflection not only happens on a smooth surface like plane mirrors,
but also happens on rough surfaces. This is why reflection is
classified into two types.
a. Regular/Specular Reflection – reflection of light in smooth
surfaces (ex: image of Mayon Volcano on a calm water.)
b. Irregular/Diffuse Reflection – reflection of light on rough surfaces
(image of a mountain on a wavy water)
D. ELABORATE What are the applications of multiple reflections?
(MIRRORS IN HALLWAYS, PARLORS)
E. EVALUATE Formative Assessment
Short quiz

Complete the ff. statements.

1. The number of images is ______________ proportional to the angle

between mirrors.
2. If two plane mirrors are held 600 to one another, there will be ____
images that will be formed.
3. When light is incident on a polished surface ___________ reflection
takes place.
4. An object becomes invisible when it undergoes ______ reflection.
5. It is much easier to read from rough pages because of ______
reflection.

IV. ASSIGNMENT Make a table of other angles and let them determine how many images are
formed.
V. REFLECTION

SECTION PASTEUR GAUSS CURIE DARWIN

No. of Learners with Mastery Level
No. of Learners Needing Reinforcement
 TOTAL
SECTION PASTEUR GAUSS CURIE DARWIN
No. of Learners with Mastery Level
No. of Learners Needing Reinforcement
TOTAL
DATE October 21, 2013 – Monday
Day 1
Section(s):
I. OBJECTIVE(S) At the end of the lesson, at least 75% of the students with 75 proficiency
should be able to achieve the ff. goals:
1. Determine the location and size of the images formed by curved
mirrors; and
2. Compare the characteristics of the images formed by concave to that
of a convex mirror.
II. LESSON A. UNIT 2 : Force, Motion and Energy
Module 3 : Light, Mirrors and Lenses
Topic: Reflection in a Spherical Mirror

B. Reference/s: Science Learner’s Material for Grade 10 pp. 181-182

C. Materials: metal spoon

III. LEARNING TASKS
A. ENGAGE Students are instructed to hold the metal spoon and it will serve as the mirror.
Ask the ff. questions:
1. Have you seen your image on the two sides of clear spoon?
2. What do you notice about your image on each of the two sides of the
spoon?
3. How will you compare your image from the two sides of the spoon?
B. EXPLORE 1. Show spherical mirrors to the class. The mirrors have labels as either
concave/convex. Pass around the mirrors so the students will be able
to see the difference between the two in terms of shape and images
formed.
2. Students will perform Activity 6 Images formed by curved mirrors
A. Preliminary Activities
1. Divide the class into 10 groups.
2. Explain the instructions.
B. Activity Proper
 Students will perform the activity.
C. Post Activity Discussion
From the activity, ask the students to answer the ff. questions:
 What happens to the size and location when you bring the
flashlight nearer to the concave mirror? (IMAGE
FORMED IS UPRIGHT AND ENLARGED)
 What happens to the size and location when you bring the
flashlight farther from the concave mirror? (IMAGE
FORMED IS INVERTED AND SMALLER/REDUCED)
 What happens to the size and location when you bring the
flashlight nearer to the convex mirror? (IMAGE
FORMED IS UPRIGHT AND SMALLER/REDUCED
 What happens to the size and location when you bring the
flashlight farther from the convex mirror? (IMAGE
FORMED IS UPRIGHT AND SMALLER/REDUCED
 C. EXPLAIN Aside from the concepts elicited during the post-activity discussion, the ff.
concepts must be explained:
1. The characteristics of the image formed in curved mirror (concave)
depend on the location of object.
The farther the object, the smaller the image.
There is a certain location wherein there is no image formed.
The closer the object to the concave mirror, the bigger the image
formed.
2. Images formed in curved mirror (convex) are always
ERECT/UPRIGHT, and SMALLER AS COMPARED TO THE
OBJECT IN FRONT OF THE MIRROR.
D. ELABORATE Some of the applications of curved mirrors:
CONCAVE – dentist’s mirror, shaving mirror
CONVEX – side mirror, parabolic mirrors in supermarkets and groceries
E. EVALUATE Formative Assessment
Short quiz
1. The mirror on the passenger side of most newer cars is a
A) convex mirror.
B) concave mirror.
C) plane mirror.
D) None of the other answers is correct.
2. An object is placed in front of a convex mirror at a distance closer than the
focal length of the mirror. The image will appear
A) behind the mirror.
B) reversed right and left.
C) upright and reduced.
D) all of the above
3. The image formed by a concave mirror when the object is placed between
the mirror and the focal point has the following characteristics:
A) virtual, upright, enlarged, image distance is larger than object distance
B) virtual, upright, reduced, image distance is smaller than object distance
C) real, inverted, enlarged, image distance is larger than object distance
D) virtual, inverted, reduced, image distance is smaller than object distance
4. If an object is outside the focal point on a concave mirror, the image will
be
A. virtual and inverted.
B. real and inverted.
C. virtual and upright.
D. none of the above.
5. Which type of mirror produces an image that is always erect, always
smaller than the object, and always virtual?
a. Concave
b. Convex
c. Plane
d. None of the above
IV. ASSIGNMENT Cut out at least 3 pictures of optical instruments which use curved mirror.
Write a short description for each.
V. REFLECTION
DATE October 21, 2013 – Monday
Day 1
Section(s):
I. OBJECTIVE(S) At the end of the lesson, at least 75% of the students with 75 proficiency
should be able to achieve the ff. goals:
1. Construct ray diagrams for concave mirror; and
2. Determine the location, orientation, size and type of image formed by
a concave mirror based on the constructed ray diagrams.
II. LESSON A. UNIT 2 : Force, Motion and Energy
Module 3 : Light, Mirrors and Lenses
Topic: Images formed by Concave Mirrors

B. Reference/s: Science Learner’s Material for Grade 10 pp. 184-189

C. Materials: ruler, protractor, bond paper

III. LEARNING TASKS
A. ENGAGE UNLOCKING OF TERMINOLOGIES

Students will label the diagram below with ff. terminologies based on the
clues given.

Principal axis Center of Curvature Vertex

Focal Point Radius of Curvature Focal Length

B. EXPLORE 1. Conduct a lecture demonstration about the use of ray-diagramming in

determining the location, orientation, size and type of image formed
in concave mirrors.
2. Students will perform Activity 6 Are You L-O-S-T after reflection?
A. Preliminary Activities
1. The activity will be done individually.
2. Explain the instructions.
B. Activity Proper
 Students will perform the activity while the step-by-step
method of ray-diagramming is being explained.
C. Post Activity Discussion
From the activity, ask the students to answer the ff. questions:
 How does the location of the object affect the
characteristics and location of the image formed in a
concave mirror? (THE LOCATION OF THE OBJECT
 AFFECTS THE CHARACTERISTICS AND
LOCATION OF IMAGE IN A SUCH A WAY THAT AS
THE OBJECT COMES NEARER THE MIRROR, ITS
IMAGE APPEARS FARTHER AWAY FROM THE
MIRRORS AND BECOMES LARGER AND
INVERTED. AS IT COMES CLOSER TO THE
SURFACE OF THE MIRROR, THE IMAGE APPEARS
VIRTUAL AND UPRIGHT.
 What type of mirror do dentists use to clearly see the
images of our teeth? Why (A DENTIST’S MIRROR IS A
CONCAVE MIRROR BECAUSE THE IMAGE
APPEARS LARGER OR MAGNIFIED, MAKING IT
EASIER FOR THE DENTIST TO SEE THE DETAILS
OF THE OBJECT (TEETH). THIS HAPPENS
BECAUSE THE OBJECT (TEETH) IS LOCATED
BETWEEN THE MIRRORS FOCAL POINT AND THE
VERTEX OR OPTICAL CENTER OF THE MIRROR.

C. EXPLAIN Aside from the concepts elicited during the post-activity discussion, the ff.
concepts must be explained:
The characteristics of the image formed in curved mirror (concave)
vary depending on the location of the object but can be identified
using the acronym L-O-S-T.
L for Location – depends on the location of the object
O for orientation – erect/inverted
S for size – smaller/bigger
T for type – real/virtual
D. ELABORATE Emphasized the ff. TOP TEN USES OF CONCAVE MIRROR
1. headlights of cars 2. dentist's mirror 3. solar devices 4. reflecting
telescopes 5. satellite dishes 6. personal uses(men shaving,
women applying make-ups etc) 7. reflectors in flash-lights 8.
electron microscopes
E. EVALUATE Performance Assessment
Rubric
CRITERIA 3 PTS. 2 PTS 1 PT.
Labeling of the Principal axis, Principal axis, Principal axis,
Concave Mirror focal point, focal point, focal point,
center or center or center or
curvature are curvature are curvature are
properly labeled. properly labeled incorrectly
but the labeled and the
measurements of measurements of
C and F are C and F are
incorrect incorrect
Construction of Incident rays Incident rays Incident rays
Ray 1 & Ray 2 and reflected and reflected and reflected
rays both for ray rays both for ray rays both for ray
1 and 2 are 1 and 2 are 1 and 2 are
correctly shown correctly shown incorrect and the
 and the location and the location location of
of image was of image was image was not
identified. not identified. identified.
Description of Location, Location, Location,
the image Orientation, Size Orientation, Size Orientation, Size
formed and Type of and Type of and Type of
image are image are image are
correctly identified but incorrect
identified with few errors
IV. ASSIGNMENT The famous Chinese magician, Foo Ling Yu, conducts a classic magic trick
utilizing a concave mirror with a focal length of 1.6 m. Foo Ling Yu is able
to use the mirror in such a manner as to produce an image of a light bulb at
the same location and of the same size as the actual light bulb itself. Use
complete sentences to explain how Foo is able to accomplish this magic
trick. Be specific about the light bulb location.
V. REFLECTION
DATE October 21, 2013 – Monday
Day 1
Section(s):
I. OBJECTIVE(S) At the end of the lesson, at least 75% of the students with 75 proficiency
should be able to achieve the ff. goals:
1. Construct ray diagrams for convex mirror; and
2. Determine the location, orientation, size and type of image formed by
a convex mirror based on the constructed ray diagrams.
II. LESSON A. UNIT 2 : Force, Motion and Energy
Module 3 : Light, Mirrors and Lenses
Topic: Images formed by Convex Mirrors

B. Reference/s: Science Learner’s Material for Grade 10 pp. 184-189

C. Materials: ruler, protractor, bond paper

III. LEARNING TASKS
F. ENGAGE UNLOCKING OF TERMINOLOGIES

Students will label the diagram below with ff. terminologies based on the
clues given.

Principal axis Center of Curvature Vertex

Focal Point Radius of Curvature Focal Length

G. EXPLORE 1. Conduct a lecture demonstration about the use of ray-diagramming in

determining the location, orientation, size and type of image formed
in convex mirrors.
2. Students will perform Activity 6 Are You L-O-S-T after reflection?
A. Preliminary Activities
1. The activity will be done individually.
2. Explain the instructions.
B. Activity Proper
 Students will perform the activity while the step-by-step
method of ray-diagramming is being explained.
C. Post Activity Discussion
From the activity, ask the students to answer the ff. questions:
 How does the location of the object affect the
characteristics and location of the image formed in a
convex mirror? (FOR ALL LOCATIONS OF OBJECT IN
 FRONT OF A CONVEX MIRROR, THE IMAGE
FORMED IS ALWAYS UPRIGHT, REDUCED,
VIRTUAL, AND LOCATED BETWEEN F AND V.
 What kind of mirror do you see in most of the department
stores? Why do they use such kind of mirror? (MOST OF
THE DEPARTMENT STORES USE CONVEX
MIRRORS BECAUSE IT GIVES A WIDER RANGE OF
VIEW.)

3. EXPLAIN Aside from the concepts elicited during the post-activity discussion, the ff.
concepts must be explained:
The characteristics of the image formed in curved mirror (convex)
can be identified using the acronym L-O-S-T.
L for Location – between F and V
O for orientation – erect/upright
S for size – smaller/reduced
T for type –virtual
D. ELABORATE Why are side mirrors made up of convex mirror?
E. EVALUATE Performance Assessment
Rubric
CRITERIA 3 PTS. 2 PTS 1 PT.
Labeling of the Principal axis, Principal axis, Principal axis,
Convex Mirror focal point, focal point, focal point,
center or center or center or
curvature are curvature are curvature are
properly labeled. properly labeled incorrectly
but the labeled and the
measurements of measurements of
C and F are C and F are
incorrect incorrect
Construction of Incident rays Incident rays Incident rays
Ray 1 & Ray 2 and reflected and reflected and reflected
rays both for ray rays both for ray rays both for ray
1 and 2 are 1 and 2 are 1 and 2 are
correctly shown correctly shown incorrect and the
and the location and the location location of
of image was of image was image was not
identified. not identified. identified.
Description of Location, Location, Location,
the image Orientation, Size Orientation, Size Orientation, Size
formed and Type of and Type of and Type of
image are image are image are
correctly identified but incorrect
identified with few errors
IV. ASSIGNMENT The diagram below shows a spherical surface that is silvered on both sides.
Thus, the surface serves as double-sided mirror, with one of the sides being
the concave and one being the convex side. The principal axis, focal point,
and center of curvature are shown. The region on both sides of the mirror is
 divided into eight sections (labeled M, N, P, Q, R, S, T, and W). Five objects
(labeled 1, 2, 3, 4, and 5) are shown at various locations about the double-
sided mirror. Use the diagram to answer the questions #1-6.

. The image of object 1 would be located in section ______.

M N P Q R S T W

2. The image of object 2 would be located in section ______.

M N P Q R S T W

3. The image of object 3 would be located in section ______.

M N P Q R S T W
V. REFLECTION

SECTION PASTEUR GAUSS CURIE DARWIN

No. of Learners with Mastery Level
No. of Learners Needing Reinforcement
TOTAL