School JEPNHS- MARAYA ANNEX Grade Level 10

DAILY LESSON LOG Teacher RONICK B. CABICO 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 S10FE-IIa-b-47
Competency/Objectives
Write the LC code for each. Trace the Timeline of EM wave Describe how electromagnetic Compare the relative Identify materials that Produce and detect
theory (EM) wave is produced and wavelengths, frequencies, can block or allow radio radio waves
propagated. and energies of the waves to pass through.
different regions of the
electromagnetic spectrum. Compare the speed of
EM waves through
different materials.

II. CONTENT Electromagnetic Spectrum

Development of EM wave Electric and Magnetic Fields Electromagnetic Spectrum Characteristics of Electromagnetic
theory Electromagnetic Waves Spectrum
(Radio Wave)

III. LEARNING
RESOURCES
A. References

1. Teacher’s Guide pp. 118 pp.120 pp. 121 pp.121 pp.122

pages
2. Learner’s Materials pp. 144 pp. 146-147 pp. 147-152 pp.149-150 pp.152-153
pages
3. Textbook pages

1
 4. Additional Materials
from Learning
Resource (LR)portal

B. Other Learning Resource http://inventors.about.com/od/ti http://orangeuy.com/waves-

melines/a/Electromagnets.htm and-electromagnetic- 1.
spectrum-worksheet-
answers.html
IV. PROCEDURES

A. Reviewing previous Recall Electromagnetic Define Electricity and Recall the properties of Recall the different Recall the different
lesson or presenting the Induction Magnetism Define Electricity EM waves. types EM waves. regions of the EM
new lesson and Magnetism waves.

B. Establishing a purpose Show pictures of the different PICTURE ANALYSIS: Name the given Show a remote How does radio wave
for the lesson applications of EM Wave.(e.g. pictures.(see attachments) controlled car. What produce?
remote & x-ray film) The students will analyze the kind of EM waves it is?
picture and identify which is Relate them to the types
electric field and magnetic of EM waves
field?
C. Presenting Show pictures of the different Does it travel in a medium? How does a RC Car After the students
examples/Instances of proponents of EM wave theory. What are the characteristics move. know the different
the new lesson. (based on their Homework of Electromagnetic regions of the EM
yesterday) spectrum they will
wave?(frequency,speed and
perform an experiment
wavelength) about the radio wave.
Solving sample problems.

V=ƛƒ
D. Discussing new concepts Perform Activity 1:How it came Compute the following Perform Activity Perform Activity 2: Now Perform Activity
and practicing new skills about...The Electromagnetic problems on page 147 of the Electromagnetic Wave you go! Now you won’t! 3:Sound Check...on
#1 Wave Theory. LM. (see attachment) page 152 of the LM.
(LM pp. 149-150)

2
E. Discussing new concepts Discuss the different types of .
and practicing new skills EM waves.
#2
F. Developing mastery Based on the activity what new Enumerate the characteristics Based on the activity Based on the activity Discuss the answer in
(leads to Formative insights/learning did you get of electromagnetic wave enumerate the types of which materials can the Guide questions.
Assessment 3) about natural world?How did it EM waves. block or allow radio
change your view about light? Radio wave waves to pass through
Micro wave so that the RC car can
Infrared move.
Visible light
UV
X-ray
Gamma ray

G. Finding practical What would happen if EM Why do you think some When you are listening
application of concepts waves were not discovered? materials block the EM to the radio,sometimes
and skills in daily living wave? you hear static sound
how can you resolve
it?
H. Making generalizations Proponents of EM Waves A wave is a disturbance that Waves in the EM Electromagnetic waves
and abstractions about transfer energy. spectrum include the do not need any
the lesson Hans Christian Oersted following from the longest material medium for
EM waves can travel through their propagation. They
wavelength to the shortest
Andrei Marie Ampere a medium but unlike other can travel through a
wavelength. vacuum. They have
Michael Faraday types of waves, they can also
high speed.They are
travel in VACUUM. Radio wave
caused by change in
James Clerk Maxwell Micro wave
electric and magnetic
V=ƛƒ Infrared
field.
Heinrich Hertz Visible light
UV
X-ray
Gamma ray

I. Evaluating learning Answer in the activity Give another problem for the Label the Pictures(see Answer in activity Answer in activity

3
 students to answer.(see attachment)
attachment)
J. Additional activities for Research for more scientist Research about different
application or who made significant types of Electromagnetic
remediation contributions in the Spectrum
development of the study on
the EM 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?

4
 School Grade Level 10
JEPNHS - MARAYA ANNEX
DAILY LESSON LOG Teacher RONICK B. CABICO Learning Area SCIENCE
Teaching Dates 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 S10FE-IIa-b-47 S10FE-IIe-f-47 S10FE-IIe-f-47 S10FE-IIa-b-47 S10FE-IIa-b-47
/Objectives Describe how radio waves are Discover infrared and its Discover the effects of Define visible light. Compare and discuss
Write the LC code for each. generated,transmitted, and effect. UV rays? the relative wavelength
received. Explain the relationship of microwave, x-ray and
Name the parts of the radio between frequency and gamma ray.
transmitter and receiver and give energy carried by an EM Cite some applications
the functions of each parts. wave. 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
1. Teacher’s Guide pp.122-123 pp. 124-125 pp. 127-128 pp.127 pp. 124,128
pages
2. Learner’s Materials pp. 153-154 pp.157-158 pp. 161-162 pp. 160 pp.155,162-163
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR)portal

5
B. Other Learning Resource https://www.google.com.ph/webhp? https://www.google.com.ph/we https://www.google.com. https://www.google.com.ph https://www.google.com.ph
sourceid=chrome- bhp?sourceid=chrome- ph/webhp?sourceid=chr /webhp?sourceid=chrome- /webhp?sourceid=chrome-
instant&ion=1&espv=2&ie=UTF- instant&ion=1&espv=2&ie=UT ome- instant&ion=1&espv=2&ie= instant&ion=1&espv=2&ie=
8#q=radio+waves F-8#q=infrared+waves instant&ion=1&espv=2&i UTF- UTF-8#q=x+ray+waves
e=UTF- 8#q=visible+light+waves
8#q=ultraviolet+waves

IV. PROCEDURES
A. Reviewing previous Recall how radio waves Recall the wavelength and Recall the wavelength Enumerate the colors Recall the wavelength of
lesson or presenting the produced. frequency of infrared. and frequency of that constitute the visible microwave,x-ray and
new lesson (as their previous lesson) ultraviolet.(as their light. gamma ray.
previous lesson)

B. Establishing a purpose
for the lesson We are familiar to a radio, can Use a dictionary to look up Look for the meaning The students will sing Show a picture of
you name the parts of it? the definition of of the prefix
of ultra, relate it to the Nursery Rhyme: microwave oven and x-
Do we know how it transmit and
receive sound?
infra,what does this tell the location of
Rainbow
How many colors does
ray film.
Ask them how does
you about the position of ultraviolet radiation on the rainbow have? these things very useful
infrared radiation on the EM the EM spectrum. Each time it appear in to us.
spectrum? the sky.
Red
Orange
Yellow and
Green
Blue and
Indigo
the last one is
Violet.
C. Presenting How radio waves are Where do we use infrared?
examples/Instances of generated?
the new lesson
D. Discussing new concepts Divide the class into 5 groups. Perform Activity 5: Its Perform Activity 6: Discuss the different Define Microwave,X-ray
and practicing new skills Let each group perform Activity getting hotter (LM pp. 157- Screen UV out (LM colors of visible light. and Gamma ray.
#1 4: Then there was sound?(LM 158) pp.161-162) Identify the wavelength Describe how these
pp.153-154) of each colors of visible radiation help us.
light.

6
 http://www.darvill.clara.n
et/emag/emagvis.htm

E. Discussing new concepts Let each group present their Let each group present their Let each group
and practicing new skills observations in the experiment. observations in the present their
#2 experiment. observations in the
Clarify students’ misconception. experiment.

The teacher facilitates

the discussion to
clarify students’
misconception.
F. Developing mastery What common problems could Aside from the given Can ultraviolet List down the different What is microwave?X-
(leads to Formative arise during transmission and applications in the book, radiation damage our colors present in visible ray? Gamma ray?
Assessment 3) reception of radio waves? cite atleast 5 other skin? light. What is microwave
applications of infrared transmission?How does
radiation. 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?
G. Finding practical Enumerate the things
application of concepts What is the importance of radio that prove that radiation
and skills in daily living waves in our daily life? is useful to us.

H. Making generalizations Radio waves may interfere with Infared was discovered UV radiationlight has Visible light is a form of Microwave radiation is
and abstractions about other signals. This makes by a famous astronomer shorter wavelengths electromagnetic (EM) a form of
the lesson transmission and reception than visible light. radiation, as are electromagnetic radiation
Sir Frederick William
difficult. Although UV waves are radio waves, infrared that has a frequency of
Herschel,it is a form of radiation, ultraviolet
invisible to the human between 0.3 and 300
radiation other than a eye, some insects, such radiation, X-rays and gigahertz, which places it
visible light. as bumblebees, can see microwaves. between radio and infrared
Another applications of them. Generally, visible light is waves on the
infrared: It is a type of radiation defined as the wavelengths electromagnetic spectrum.
that is produced by the that are visible to most The corresponding
1.car locking systems
sun and some artificial human eyes. wavelengths
2. emergency response sources, such as of microwaves are
7
 systems solariums. The Light is a transverse, between 1 millimeter and 1
3.home security systems sun's UV radiation is the electromagnetic wave that meter.
4. headphones major cause of sunburn, can be seen by humans. X-rays are a very
premature ageing, eye The wave nature energetic form of
5.computers damage and skin of light was first illustrated electromagnetic radiation
a. mouse damage leading to skin through experiments on that can be used to take
b. keyboards cancer . However, it is diffraction and interference. images of the human body.
c. printers also the best natural Like all electromagnetic Gamma rays are the most
source of vitamin D. waves, light can travel energetic form of
through a vacuum. 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 Short Quiz (see
attachment) 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.
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional

8
 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?

9
 School Southville
JEPNHS 5-A NationalANNEX
- MARAYA High School Grade Level 10
DAILY LESSON LOG Teacher Ms. Michelle
RONICK B.V. Morauda
CABICO Learning Area SCIENCE
Teaching Date and Time Quarter FOURTH

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

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
Competency/Objectives
Write the LC code for each. S10FE-IIg-50 S10FE-IIg-50 S10FE-IIg-50 S10FE-IIg-50 S10FE-IIg-50

 Pre-assess students’  Compare the angle of  Describe the  Identify the  Differentiate a
knowledge about reflection and the image formed by relationship concave and
reflection of light in angle of incidence. plane mirror. between the convex mirror.
 Show an number of
mirrors.  State one of the laws
understanding of images formed
 Determine the height, of reflection. reversal effect in and the angle
width, and the distance mirrors by writing between the two
from the mirror of the laterally inverted mirrors.
image formed by plane letters and words.  Use the
mirrors. gathered data to
 Compare the actual derive the
formula for
height, width and the
determining the
distance from the mirror number of
of the object with that of images formed
the image formed by when two
plane mirror. mirrors are kept
at a certain
angle.

VII. CONTENT REFLECTION OF LIGHT IN MIRRORS

10
 Reflection of Light in Plane Reflection of Light in Plane Reflection of Light in Reflection of Light in Curved Mirror
Mirror Mirror Plane Mirror Plane Mirrors ( Activity
(Activity 1 Mirror, mirror, on the (Activity 2 Angle of Incidence (Activity 3 Mirror Left-Right 4 Who wants to be a
wall….) vs. Angle of Reflection) Reversal) millionaire?)

VIII. LEARNING
RESOURCES
C. References

5. Teacher’s Guide 136-137 138-139 139-140 140-141 141-142

pages
6. Learner’s Materials 173-175 175-177 177-178 178-180 180-181
pages
7. Textbook pages

8. Additional Materials http://www.physicsclassroom.c http://www.rpi.edu/dept/phys/ http://www.physicsclassro http://www.physicsclass http://www.physicsclas

from Learning om/class/refln/Lesson-2/Image- ScIT/InformationTransfer/reflr om.com/class/refln/Lesson room.com/class/refln/Le sroom.com/class/refln/
Resource (LR)portal Characteristics efr/rr_sample/rrsample_05.ht -2/Image-Characteristics sson-2/Right-Angle- Lesson-3/The-
ml Anatomy-of-a-Curved-
Mirrors
Mirror
http://www.physicsclass
room.com/class/refln/Le
sson-2/Other-Multiple-
Mirror-Systems

D. Other Learning Resource

IX. PROCEDURES

K. Reviewing previous Ask the students to answer the Recall the characteristics of Review the law of Review the image Review what a mirror is
lesson or presenting the pre-assessment (LM pp.169- the image formed in plane reflection. formed by plane mirror. and what it is used for.
new lesson 172) mirror.

L. Establishing a purpose Review students’ prior Ask a student to stand in You may ask the To introduce the
for the lesson front of a plane mirror. The students supposed lesson, the teacher

11
 knowledge about light. teacher may ask the there are two mirrors at may ask the following
following questions. a right angle, what do questions:
Ask the following questions: you think will happen to
1. Is your image your image? Have you seen
 What is the nature of exactly the same your image on
light? size as you are? the two sides of
 What is reflection? clear spoon? If
Where is it
yes, you may
apparently found? ask a follow-up
2. Raise your left question.
hand. What hand  What do you
does your image notice about
raise? 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 Ask the students to write the Show a video clip. Show a video clip. Show a video clip on
examples/Instances of word “AMBULANCE” in a sheet To learn more about the how light rays are
the new lesson. of paper in the same manner reflection of light, the teacher https://www.youtube.com/ https://www.youtube.co reflected on a concave
as it is written in the ambulance may show a video clip. watch?v=BPJ5CsGqtjU m/watch?v=ra1SozRvrh and convex mirror.
car. Ask them also to bring the (https://www.youtube.com/wat E&t=79s
sheet in front of the mirror and ch?v=vt-SG7Pn8UU) https://www.youtube.com/ https://www.youtube.co
read the word “AMBULANCE”. watch?v=QsjbesdhM3w m/watch?v=5WwCP0k
U9lE
Solicit answers to the students
why it is written that way. https://www.youtube.co
m/watch?v=KV0ASy7K
E5I

N. Discussing new concepts To elicit the concept of Let the students perform Divide the class into small Let the students The teacher may pass
and practicing new skills reflection, divide the class into activity 2 Angle of Incidence groups and let them perform Activity 4 Who around spherical
#1 small groups and let them vs. Angle of Reflection (LM pp perform Actvity 3 Mirror Wants to be a mirrors labeled as

12
 perform activity 1 Mirror, mirror, 176-177) Left-Right Reversal Millionaire? (LM pp concave and convex
on the wall…. (LM pp 173-174) 178-179) mirror. Ask the
students to tell the
Note: Remind the students to Class discussion on the differences in terms of
handle the mirror with care Note: Remind the students to data they have the shape and images
because some mirrors have handle the mirror with care gathered in the activity. formed.
sharp edges. because some mirrors have
sharp edges. The teacher facilitates
the discussion to clarify
Warn the students to avoid
pointing laser to someone’s students’
eye. misconception.

Note: Remind the

students to handle the
mirror with care
because some mirrors
have sharp edges.

O. Discussing new concepts Let each group discuss their Call a representative for each Group discussion You may let the
and practicing new skills observation in the activity. group to present the result of students make a table
#2 the activity. of other angles and let
The teacher clarifies students’
them answer how many
misconception regarding the The teacher clarifies students’
activity. The teacher may show images are formed.
misconceptions regarding the
a video for the students to have
activity.
a deeper understanding about
the characteristics of the image
formed by plane mirror.
(https://www.youtube.com/watc
h?v=Poq3u7BFhqk)

13
P. Developing mastery  Compare the distance  How does the angle of Ask the students to What happens to the How will you
(leads to Formative from the mirror of the incidence compare describe the image formed number of images differentiate a concave
Assessment 3) object with that of the with the angle of in plane mirror. formed as you vary the from a convex mirror?
image. angle between the
reflection?
 How do the height and (For an online mirrors?
width of the object assessment, the teacher
compare with the height What relationship exists
may create an account in
and width of the image? between the number of
padlet.com and ask the images formed and the
students to describe the angle between two
image formed by plane mirrors?
mirror)
Based on the data that
Example: You may visit you have gathered,
https://padlet.com/michelle what is the formula for
_morauda/PlaneMirrorIma determining the number
of images formed by
geFormation
two mirrors?
Q. Finding practical Why is the word A periscope is an instrument Brainstorming activity Ask the students to tell
application of concepts “AMBULANCE” written in for observation over, around on the application of where they can apply
and skills in daily living reversed? or through an obstacle. reflection of light in the concept of concave
and convex mirrors.
Explain how light travels in a mirrors as in hallways,
periscope. parlors, etc.

R. Making generalizations The distance of the object from The law of reflection states The image formed by a As the between two A concave mirror is a
and abstractions about the mirror is the same as the that plane mirror is always mirrors decreases, the curved mirror in which
the lesson distance of the image from the erect, virtual, laterally number of images the reflective surface
mirror. “The angle of incidence is reversed, same size as increases. Conversely,
bulges away from the
equal to the angle of light source.
the object and found to be as the angle between
The height and the width of the reflection” apparently behind the the mirrors increases, A convex mirror in
object is the same as the mirror. the number of images
“ The normal line, incident which the reflective
height and width of the image formed decreases. surface bulges towards
as seen from the plane mirror. ray, and the reflected ray lie
the light source.
on the same plane.” The number of images
is inversely proportional

14
 to the angle between
two mirrors.

360
𝑁= −1
ɵ

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 Please refer to the Describe the image Please refer to the The teacher may post
emergency vehicles such as attachment. formed by plane mirror. attachment. a pictures and the
ambulances are often labeled students will identify
on the front hood with reversed what type of curved
lettering (e.g., ECNALUBMA). mirror.
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

15
 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 Let the students do a Think of an optical instrument For additional activity you
application or brainstorming activity on other that employs the concept of can make an assessment
remediation possible signage. Ask them to reflection of light. through padlet.com.
cite the relevance to the
society. 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
activities for remediation
who scored below 80%
J. Did the remedial lessons
work? No. of learners
who have caught up with
the lesson

16
K. No. of learners who
continue to require
remediation
L. Which of my teaching
strategies worked well?
Why did these work?
M. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
N. What innovation or
localized materials did I
use/discover which I
wish to share with other
teachers?

17
 School Southville
JEPNHS -5-A National
MARAYA High School
ANNEX Grade Level 10
DAILY LESSON LOG Teacher Ms. Michelle
RONICK B. V. Morauda
CABICO Learning Area SCIENCE
Teaching Date and Time Quarter FOURTH

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES

A. Content Standard The learners demonstrate an understanding of the image formed by the different types of mirrors and lenses.
B. Performance The learners should be able to make informed choices on selecting the right type of mirrors or lenses for specific purposes.
Standard
C.Learning
Competency/Objectives
Write the LC code for each. S10FE-IIg-50 S10FE-IIg-51 S10FE-IIg-51

 Describe the location,  Construct ray  Determine the

size, and orientation of diagrams to determine image size and
the images formed by the location, distance
operationally.
curved mirrors. orientation, size and
 Appreciate the type of images formed
importance of concave by curved mirror.
and convex mirrors in
everyday life.

II. CONTENT REFLECTION OF LIGHT IN MIRRORS

Images Formed by Curved Image Formed by Curved The Mirror Equation
Mirrors Mirrors through Ray Diagram

III. LEARNING
RESOURCES
A. References

18
 1. Teacher’s Guide 141-144 145-147 148-50
pages
2. Learner’s 182-184 185-189 190-194
Materials pages
3. Textbook pages

4. Additional
Materials from
Learning
Resource
(LR)portal
B. Other Learning http://www.physicsclassroom.c http://www.physicsclassroom. http://www.physicsclassro
Resource om/class/refln/Lesson- com/class/refln/Lesson-3/Ray- om.com/class/refln/Lesson
3/Reflection-of-Light-and- Diagrams-Concave-Mirrors -3/The-Mirror-Equation
Image-Formation
XI. PROCEDURES

A. Reviewing previous Review the differences Recall the image formed by Recall the image formed
lesson or presenting between a concave and a curved mirrors. by curved mirrors through
the new lesson convex mirror. ray diagram.

B. Establishing a Tell the students that based on Tell the students that another Tell the students ray 
purpose for the their previous discussion that a way of describing the image diagrams provide useful
lesson concave and a convex mirror formed by curved mirrors is information about the
through ray diagram.
formed different images. image formed but it does
not provide the information
in quantitative form.

C. Presenting The teacher will show a video The will present the four Introduce the mirror
examples/Instances clip of the images formed by a principal rays in curved equation. (Refer to LM
of the new lesson. concave and convex mirror. mirrors that is used in ray p.190)
diagramming. (Refer to LM pp
185-186) Show a sample problem.

Note: Instruct the students to Note: To avoid mistake in

use four rays as much as the problem solving part,
19
 possible but tell them that at make sure that the sign
least two rays are needed to conventions were made
locate the image. clear among students.
(Refer TG p.145)

D. Discussing new Let the students perform Let the students perform To ensure mastery on the
concepts and Activity 5 Images Formed by activity 6 Are you L-O-S-T concept of mirror
practicing new skills Curved Mirrors (LM pp 182- after Reflection? (LM pp 187- equation, let the students
#1 184) 188)
answer the problem
Let the students present their Note: Emphasize the solving (LM pp. 192-193)
observation. The teacher accuracy of measurement of
Boardwork
facilitates the discussion to the focal point, F and center
clarify students’ misconception. of curvature, C.

Instruct the students to use

different colors of ink for
incident and reflected ray.
E. Discussing new Let the students make a
concepts and concept map on the
practicing new skills difference of the images
#2
formed on a concave and
convex mirror.

F. Developing mastery What happens to the size and How does the location of the Give more problem
(leads to Formative location of the image when you object affect the solving.
Assessment 3) bring the object nearer to the characteristics and location of
concave mirror? Convex
the image formed in a
mirror?
concave mirror? Convex
mirror?

20
 G. Finding practical Cite practical applications of
application of concave and convex mirror.
concepts and skills in
daily living
H. Making The size of the image To generalize the topic on The mirror equation
generalizations and increases and the location image formation through ray applies to both concave
abstractions about moves farther when you bring diagram, the teacher may ask and convex mirror.
the lesson
the object near the concave the students the location, However, for all locations
mirror. orientation, size and type of of objects in front of the
image formed in curved convex mirror, the image
The images formed by a mirrors given different object always appears as if it is
concave mirror can be real or location. located behind the mirror.
virtual depending on the The image formed by a
location of the object. concave mirror may be
The images formed by convex real or virtual depending
mirrors are virtual. on the object location.

I. Evaluating learning Answer guide questions Answer the guide questions in Refer to the attachment.
Activity 5. activity 6.
J. Additional activities You may create an online quiz
for application or through padlet.com and ask
remediation the students the application of
concave and convex mirror.
VI. REMARKS

VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for
remediation who
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 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?

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