School Grade Level 12

Teacher Hazel Joyce F. Manalo Learning Area General Physics I

LESSON Teaching Date February 17, 2021 Quarter First Quarter
EXEMPLAR Teaching Time 8:00 No. of Days 1 day

At the end of the lesson, learners are expected to:

a. Differentiate vector and scalar quantities
I. OBJECTIVES b. Perform Addition of Vectors
c. Rewrite vector in a component form
d. Calculate Directions and magnitudes of vectors

The learner demonstrates understanding of...

A. Content Standards 1. Key concepts of Vectors
2. Vectors Addition
3. Component of Vectors

B. Performance Standards The learner is able to...

1. Differentiate vector and Scalar
2. Perform Addition of vectors
C. Most Essential Learning
Competencies (MELC) Calculate directions and Magnitudes of Vectors
(If available, write the
indicated MELC)
II. CONTENT VECTORS and ADDING OF VECTORS
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide General Physics I
2. Learner’s Material
3. Textbook Page Pg.70-80
4. Additional Materials from Resnick, D, Halliday & KranePhysics 4
Learning Resources Young H, D Physics with Modern Physics
B. List of Learning
Resources for Development
and Engagement activities
IV. PROCEDURES
 What I need to know?
The teacher presents and introduces the learning objectives to guide learners on the target and expectation at the end of the lesson.
E. Introduction  What’s new?
The teacher will introduce the key concepts of a VECTOR and SCALAR.

F. Development  What I know?

 What’s in?
ACTIVITY 1.

Categorize each quantity as being either a

vector or a scalar

Quantity Category
1. 5 m
2. 30 m/sec, East
3. 5 miles, North
4. 20 degrees Celsius
5. 256 bytes
  What’s New!
Since vector quantity specified magnitude and direction the most appropriate representation of a vector is the Arrow. Why? This is because the
length of the arrow with respect to some chosen skill indicates the magnitude while the arrow head represents the direction of the vector.

Activity 2.
GRAPHICAL REPRESENTATION OF VECTORS
Direction:
Material:
Ruler
Protractor
Pencil
Meter Stick
Procedure
1. Walk around the 4 corners of your classroom. Record the direction of your paths.
2. Measure the lengths and the width of the room in meters.
3. Record the Measured lengths and width with specified directions
4. Represents the quantities graphically by using convenient scale
Guide Question
1. What is the length ? Width?
2. Give the Direction of your path while walking along the lengths and widths of the room
3. Represents your results graphically using a specified scale
WHAT IS IT!
  What’s more?
ACTIVITY 3. GRAPHING VECTORS
Represents the following vectors graphically
A. 40 units, 40 degrees N of E
B. 50 units, 30 degrees S of W
G. Engagement C. 40 units, 45 degrees Counterclockwise from the positive x axis
ACTIVITY 4. VECTOR ADDITION
Solve the given vectors and find the resultant with exact direction
1. 40 m E, 30 m N
2. 30 m,S, 25 m E
3. 15 m E, 30m S
H. Assimilation  What I have learned?
The student will answer the following questions:
1. How do you find the resultant vector?
2. How do Scalar quantities differ from vector quantities?
 3. How do you represent a vector?

 What can I do? (Assessment)

1. You walk 30 m south and 30 m east. Find the magnitude and direction of the resultant displacement both graphically and
mathematical

The learners in their notebook will write their personal insights about the lesson using the prompts below:
V. REFLECTION I understand that _________.
I realize that ______________.

Prepared:

HAZEL JOYCE F. MANALO

SCIENCE TEACHER