School David M.

Puzon Memorial National High School Grade Level 10

DAILY LESSON LOG Teacher Rowenick A. Guimmayen 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 pages pp. 118 pp.120 pp. 121 pp.121 pp.122
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/ http://orangeuy.com/wavesand-

ti electromagneticspectrum-
melines/a/Electromagnets.htm worksheetanswers.html

IV. PROCEDURES

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

B. Establishing a purpose for Show pictures of the different PICTURE ANALYSIS: Name the given pictures. Show a remote How does radio wave
the lesson applications of EM Wave.(e.g. (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 of
electric field and magnetic 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 What are the characteristics move. know the different
the new lesson. theory. (based on their of Electromagnetic wave? regions of the EM
Homework spectrum they will
(frequency,speed and
yesterday) perform an experiment
wavelength) about the radio wave.
Solving sample problems.

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

2
E. Discussing new concepts and Discuss the different types .
practicing new skills # 2 of EM waves.

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

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

I. Evaluating learning Answer in the activity Give another problem for Label the Pictures(see Answer in activity Answer in activity
the
3
 students to answer.(see attachment)
attachment)
J. Additional activities for application Research for more scientist Research about different
or remediation who made significant types of Electromagnetic
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 David M. Puzon Memorial National High School Grade Level 10

DAILY LESSON Teacher Rowenick A. Guimmayen Learning Area SCIENCE

LOG
Teaching Dates and Time Quarter SECOND

5
 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 Discover infrared and its Discover the effects of Define visible light. Compare and discuss
Write the LC code for each. are generated,transmitted, effect. UV rays? the relative wavelength
and 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

Micro wave,X-ray and
Radio waves Infrared Ultraviolet Visible light Gamma ray
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages pp.122-123 pp. 124-125 pp. 127-128 pp.127 pp. 124,128

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

B. Other Learning https:// https://www.google.com.ph/we bhp? https:// https://www.google.com.ph /webhp? https://www.google.com.ph /webhp?
Resource www.google.com.ph/ sourceid=chromeinstant&ion=1&espv= www.google.com. sourceid=chromeinstant&ion=1&espv= sourceid=chromeinstant&ion=1&espv=
webhp? 2&ie=UT ph/webhp? 2&ie= 2&ie=
sourceid=chrome- F-8#q=infrared+waves sourceid=chr UTF- UTF-8#q=x+ray+waves
instant&ion=1&espv=2&ie ome- 8#q=visible+light+waves
=UTF- instant&ion=1&es
8#q=radio+waves pv=2&i e=UTF-
6
 8#q=ultraviolet+w
aves

IV.
PROCEDURES
A. Reviewing Recall how radio waves Recall the wavelength and Recall the Enumerate the colors that Recall the wavelength of
previous produced. frequency of infrared. (as their wavelength and constitute the visible light. microwave,x-ray and gamma ray.
lesson or previous lesson) frequency of
presenting ultraviolet.(as
the new their previous
lesson lesson)
B. Establishing a
purpose for the We are familiar to a Use a dictionary to look up the Look for the The students will sing the Nursery Show a picture of microwave
lesson radio, can you name definition of of the prefix meaning of Rhyme: oven and xray film.
the parts of it? Do we
know how it transmit infra,what does this tell you ultra Rainbow
, relate How many colors does the
Ask them how does these things
very useful to us.
and receive sound? about the position of infrared it to rainbow have? Each time it
the location of appear in the sky.
radiation on the EM spectrum? ultraviolet Red
radiation on the Orange
EM spectrum. Yellow and
Green
Blue and Indigo the last
one is Violet.

C. Presenting How radio waves are Where do we use infrared?

examples/In generated?
stances of
the new
lesson
D. Discussing new Divide the class into 5 Perform Activity 5: Its getting Perform Discuss the different colors of Define Microwave,X-ray and
concepts and groups. hotter (LM pp. 157158) Activity 6: visible light. Identify the wavelength Gamma ray. Describe how these
practicing new Let each group perform Screen UV of each colors of visible light. radiation help us.
skills # 1 Activity 4: Then there out (LM
was sound?(LM pp.161-162)
7
 pp.153-154)

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 present
and practicing new skills observations in the experiment. observations in the their observations in
#2 experiment. the experiment.
Clarify students’ misconception.
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?
(leads to Formative arise during transmission and applications in the book, radiation damage our colors present in visible Xray? 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.

8
H. Making generalizations Radio waves may interfere with Infared was discovered UV radiationlight has Visible light is a form Microwave radiation is
and abstractions about other signals. This makes by a famous astronomer shorter wavelengths of electromagnetic (EM) a form of
the lesson transmission and reception than visible light. radiation, as are radio electromagnetic radiation
Sir Frederick William
difficult. Although UV waves are 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 radiation, X-rays and gigahertz, which places it
eye, some insects, such
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.
1.car locking systems that is produced by the that are visible to most The corresponding
sun and some artificial human eyes. wavelengths of
2. emergency response
sources, such as microwaves are

systems solariums. The sun's UV Light is a transverse, between 1 millimeter and 1

3.home security systems radiation is the major electromagnetic wave that meter.
cause of sunburn, can be seen by humans. X-rays are a very
4. headphones premature ageing, eye The wave nature
5.computers energetic form of
damage and skin of light was first illustrated
a. mouse electromagnetic radiation
damage leading to skin through experiments on
b. keyboards cancer . However, it is that can be used to take
diffraction and interference. images of the human body.
c. printers also the best natural Like all electromagnetic
source of vitamin D. Gamma rays are the most
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)

9
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
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?

10
 School David M. Puzon Memorial National High School Grade Level 10
DAILY LESSON Teacher Rowenick A. Guimmayen Learning Area SCIENCE
LOG Teaching Date and Time Quarter FOURTH

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

VI.OBJECTIVES
11
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 convex
reflection of light in angle of incidence. plane mirror. between the 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
derive the
• Compare the actual
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

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

12
C. References

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

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- Lesson-3/TheAnatomy-
ml of-a-CurvedMirror
AngleMirrors

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 the image formed in plane reflection. formed by plane mirror. and what it is used for.
new lesson pp.169172) mirror.

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

13
 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 as reflection of light, the teacher https://www.youtube.com/ https://www.youtube.co reflected on a concave
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 Let the students The teacher may
and practicing new skills reflection, divide the class into activity 2 Angle of Incidence small groups and let them perform Activity 4 Who pass 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

14
 perform activity 1 Mirror, mirror, 176-177) Left-Right Reversal Millionaire? (LM pp 178- concave and convex
on the wall…. (LM pp 173-174) 179) mirror. Ask the students
to tell the differences in
Note: Remind the students to Class discussion on the terms of the shape and
handle the mirror with care Note: Remind the students to data they have gathered images formed.
because some mirrors have handle the mirror with care in the activity.
sharp edges. because some mirrors have
sharp edges. The teacher facilitates
the discussion to clarify
Warn the students to avoid students’
pointing laser to someone’s
misconception.
eye.

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’ images are formed.
activity. The teacher may show 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)

15
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. reflection? angle between the
• 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
geFormation of images formed by
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 or on the application of where they can apply
and skills in daily living reversed? through an obstacle. Explain reflection of light in the concept of concave
how light travels in a mirrors as in hallways, and convex mirrors.
periscope. parlors, etc.

16
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
“The angle of incidence is reversed, same size as the bulges away from the
mirror. increases. Conversely,
object and found to be light source.
equal to the angle of 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 height mirror.
the number of images which the reflective
and width of the image as seen “ The normal line, incident
from the plane mirror. formed decreases. surface bulges towards
ray, and the reflected ray lie
the light source.
on the same plane.” The number of images
is inversely proportional

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.

17
S. Evaluating learning 1. You might have noticed Please refer to the Describe the image Please refer to the The teacher may post a
that emergency vehicles such attachment. formed by plane mirror. attachment. pictures and the
as ambulances are often students will identify
labeled on the front hood with what type of curved
reversed lettering (e.g., mirror.
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

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.

18
 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
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?

19
N. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?

School David M. Puzon Memorial National High School Grade Level 10

DAILY LESSON Teacher Rowenick A. Guimmayen Learning Area SCIENCE
LOG Teaching Date and Time Quarter FOURTH

20
 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 Standard The learners should be able to make informed choices on selecting the right type of mirrors or lenses for specific purposes.

C.Learning
Competency/Objectives
Write the LC code for each. S10FE-IIg-50 S10FE-IIg-51 S10FE-IIg-51

• Describe the location,  Construct ray diagrams  Determine the

size, and orientation of to determine the image size and
the images formed by location, orientation, distance
curved mirrors. size and type of operationally.
images formed by
• Appreciate the
curved mirror.
importance of concave
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

1. Teacher’s Guide 141-144 145-147 148-50

pages
2. Learner’s 182-184 185-189 190-194
Materials pages
21
 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/Lesson3/Reflection- com/class/refln/Lesson-3/Ray om.com/class/refln/Lesson
of-Light-andImage-Formation Diagrams-Concave-Mirrors -3/The-Mirror-Equation

XI. PROCEDURES

A. Reviewing previous Review the differences Recall the image formed by Recall the image formed
lesson or between a concave and a curved mirrors. by curved mirrors
presenting the new convex mirror. through ray diagram.
lesson
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
formed different images. through ray diagram. 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/Instance clip of the images formed by a principal rays in curved equation. (Refer to LM
s of the new concave and convex mirror. mirrors that is used in ray p.190)
lesson. 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,

22
 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 Curved Mirrors (LM pp 182184) after Reflection? (LM pp equation, let the students
skills 187188)
answer the problem
#1 Let the students present their
solving (LM pp. 192-193)
observation. The teacher Note: Emphasize the
facilitates the discussion to accuracy of measurement of
Boardwork
clarify students’ misconception. the focal point, F and center
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 difference of the images
skills formed on a concave and
#2 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?

23
 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 increases To generalize the topic on The mirror equation
generalizations and and the location moves farther image formation through ray applies to both concave
abstractions about when you bring the object near diagram, the teacher may ask and convex mirror.
the lesson the students the location, However, for all locations
the concave mirror.
orientation, size and type of of objects in front of the
The images formed by a image formed in curved convex mirror, the image
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
real or virtual depending
The images formed by convex on the object location.
mirrors are virtual.

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 the
remediation students the application of
concave and convex mirror.
VI. REMARKS

VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation

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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?

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