9

SCIENCE
Quarter 4:
Week 3

Department of Education - MIMAROPA Region

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 9
SCIENCE
Quarter IV – Week 3
Momentum and Impulse

CONTEXTUALIZED LEARNING ACTIVITY SHEETS

SCHOOLS DIVISION OF PUERTO PRINCESA CITY
Science – Grade 9
Contextualized Learning Activity Sheets (CLAS)
Quarter IV - Week 3: Momentum and Impulse
First Edition, 2020

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 Lesson 1
Momentum and Impulse
MELCs:
1. Relate impulse and momentum to collision of objects (e.g., vehicular collision).
(S9FE-IVb-36)
2. Infer that the total momentum before and after collision is equal. (S9FE-IVb-37)

Objectives:
1. Identify the factors that affect momentum.
2. Solve problems involving momentum and impulse.
3. Explain the concept of momentum and impulse to real-life situations.
4. Apply the principle of conservation of momentum.

Let’s Try
Directions: Read each item carefully and circle the letter of the correct answer.

For questions 1 and 2, refer to the table below

Vehicle Mass (kg) Velocity (m/s)
Jeepney 2000 10
Motorcycle 300 20

1. In the table above, what is the momentum of the jeepney?

A. 3,000 kg m/s C. 20,000 kg m/s
B. 6,000 kg m/s D. 40, 000 kg m/s

2. Which has a greater momentum?

A. jeepney C. the jeepney and motorcycle have the same momentum
B. motorcycle D. cannot be determined from the information given

3. Two identical cars are travelling along Rizal Avenue. Which of the two cars would have
a greater momentum?
A. The big car B. The small car C. The slower car D. The faster car

4. A bus and a car are travelling along South National Highway going to Acacia Tunnel
having the same velocity. Which of the two vehicles would have a greater momentum?
A. The car because it has lesser mass than the bus.
B. The bus because it has greater mass than the car.
C. The bus and the car have the same momentum.
D. The bus and the car’s momentum cannot be determined.

5. A 25 kg cyclist is riding a 5 kg bicycle with a velocity of 5 m/s South. What is the total
momentum of the cyclist and the bicycle together?
A. 100 kg m/s C. 150 kg m/s
B. 125 kg m/s D. 200 kg m/s

6. Which of the following is a necessary condition for the total momentum of system to be
conserved?
A. The system must be at rest.

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 B. Kinetic energy must not change.
C. No net external force acts on the system.
D. Only the force of gravity acts on the system.
For numbers 7 and 8 refer to the statement below.
Two 0.5 kg balls approach each other with the same speed of 1.0 m/s.
7. What is the total momentum of the system before collision?
A. 0 C. 1.0 kg m/s
B. 0.50 kg m/s D. -1.0 kg m/s

8. If there is no external force acting on the system, what is the total momentum of the
system after collision?
A. 0 C. 1.0 kg m/s
B. 0.50 kg m/s D. -1.0 kg m/s

9. Two billiard balls approach each other with the same speed. If they collide in a perfectly
elastic collision, what would be their velocity after collision?
A. Zero
B. Same in magnitude and direction.
C. Same in magnitude but opposite direction.
D. Different in magnitude and opposite in direction.

10. Objects that stick together after collision is an example of ____________.

A. elastic collision C. inelastic collision
B. impulse D. momentum

Let’s Explore and Discover

MOMENTUM
Look at the given pictures. Supposed that both jeepneys are moving at the same rate
or speed, which jeepney will be difficult to stop? Do you wonder why?

If your answer is the loaded jeepney, YES you are right! because an object with
greater mass is harder to stop.

Now, let us try to recall Newton’s Law of Motion which states that if you wish to
accelerate something, you must apply a force on it. In addition, Newton’s First Law of Motion
states that, “once an object is moving it will continue to move (unless friction or another
outside force stops it)”. This is inertia of motion, or momentum.

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 In simple terms, momentum is a quantity of motion or it can also be called “mass in
motion.” In Physics, momentum is a quantity that can be calculated by multiplying the
mass and velocity of the object involved.
It can be calculated as momentum equals mass times velocity. In equation, p=mv.
where: Quantity Symbol Unit
Momentum p kg ∙ m/s
Mass m kg
Velocity v m/s
Remember this:
Equation to use If you are looking for… If you know…
𝑝 = 𝑚𝑣 Momentum Mass and speed
𝑝
𝑚= Mass Momentum and Velocity
𝑣
𝑝
𝑣= velocity Momentum and mass
𝑚

Example: A bowling ball whose mass is 4.0 kg is rolling at a rate

of 2.5 m/s. What is its momentum?

Given: p = ? m = 4.0 kg v = 2.5 m/s

Solution: p = mv
p = (4.0 kg) (2.5 m/s)

Answer: p = 10 kg-m/s

This quantity is measurable because if an object is moving and has mass, it has
momentum. Therefore, if any object of any mass is not moving, its momentum is zero
because its velocity is zero.

What affects momentum?

Momentum depends on two factors – mass and velocity. An object that has a large
mass has a large momentum, in the same way, a fast-moving object possess greater
momentum. Increasing the mass or velocity of an object will also increase the object’s
momentum.

Examples:

1. A bus can have a large momentum even 2. A bullet can have a large momentum
if it is runs slow, because it has a large even if it has a less mass, because it
mass. moves very fast.

(Source: “Momentum Examples,” Softschools.com, accessed March 23, 2021,

https://www.softschools.com/examples/science/momentum_examples/16/.)

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What causes changes in momentum?
Changes in momentum happen every
time. A fast-moving car that suddenly
stops might have damaging effects not only
to the vehicle itself but also to the person
riding it. Various devices have been
installed in vehicles to ensure the safety of
the passengers. The use of seatbelts is
even required by law to lessen injuries
from car crashes. Inflatable airbags are
also installed in most cars aimed to
increase the time of impact between the
driver or passenger and the crashing
vehicle in the event of an accident.
(Source: Liza A. Alvarez et al., Science 9–Learner’s Material,
Pasig City: Department of Education, 2014,260)

To change the momentum of an object, force must be applied. Driving a car with
higher mass at a higher velocity gives the car higher momentum. The more momentum
the car has, the more difficult it is to stop. Therefore, when someone suddenly crosses
the road while the car moves fast or has higher velocity, it would require greater force on
the brakes, or take a longer amount of time to slow it down and bring to a full stop.

IMPULSE
Impulse is a term that quantifies the overall effect of a force acting over time. It
represents the change of momentum of a system over a certain period of time.

Going back to the fast-moving car, force and time are the factors that must be
considered. The brakes apply force to the car at a given amount of time to change the car’s
momentum. The amount of force applied multiplied by the duration of time it was applied
is called Impulse.

In equation, J = Ft where: Quantity Symbol Unit

Impulse J N∙s
Force F N
Time t s

The greater the impulse, the greater the change in momentum. To change the
impulse, you can either increase or decrease the force applied and the time of contact.

Fast moving objects have higher impact force therefore, it can cause greater
damage after collision than objects that are moving slowly.

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 Now, think about riding in an out-of-control car. Would you prefer hitting a
haystack or a cemented wall? Your knowledge in momentum and impulse will help you
save your life.
Let us figure it out:

If the change in momentum occurs over a longer If the change in momentum occurs over a short
time interval, the force of impact is small. period of time, the force of impact is large.

Since our goal is to make the force of impact lower to save our life, we need to extend
time. By hitting a haystack instead of concrete wall, you are extending the contact time
(during the time the momentum is brought to zero). This results in lower force of impact.
The law of Physics tells us that if you are driving with high velocity and a crash caused
the car to stop immediately, the driver and the passengers will be thrown forward (Law of
Inertia!) at the same velocity, causing major fatalities or death.

This led the engineers to design the car’s crumple zones. These areas are built to
bend or collapse because crumpling allows the vehicle to take a little time longer before
coming to a full stop. Thus, impact force is lowered increasing the chance of survival.

(Source: Cecilia L. Cańete, Self-Learning Module: Science Grade 9 Momentum and Impulse in Action,
Department of Education Division of Pasig City, 2020,8-9.)

Conservation of Momentum
From the given illustration, try to think what
will happen if you are going to raise one ball and
release it to collide with the remaining balls.

How is momentum transferred?

Let us take this situation as an example. Two

children on skateboards are initially at rest. They
pushed each other so that eventually the boy
moves to the right while the girl moves to the
opposite direction. The boy and the girl make up
a system – a collection of objects that affect one
another.

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 In this example, the total
momentum of the boy-girl system
before pushing is zero. After
pushing, the total momentum of
the boy-girl system is still zero
because the momentum of the girl
is of equal magnitude but opposite
direction to the momentum of the
boy. In this system, no momentum
is gained or lost. Thus, we say that
momentum is conserved.

The momentum gained by

the girl is of equal magnitude but
opposite in direction to the
momentum gained by the boy.
No net/unbalanced external force acts on the boy-girl system, thus, the total
momentum of the system does not change.
Change in momentum = 0
Total Initial Momentum= Total Final Momentum
Remember that momentum is a vector quantity. It must have both magnitude
(numerical value) and direction. The direction of the momentum vector is always in the
same direction as the velocity vector. Like all vector quantities, momentum vectors can be
added. For situations in which the two vectors are in opposite directions, one vector is
considered negative and the other positive.

Example:
Two ice skaters stand together. They “push off” and travel directly away from each
other, the boy with a velocity of +0.50 m/s and the girl with a velocity of -0.65 m/s. If the
mass of the boy is 60.0 kg, what is the girl’s mass? (Consider the ice to be frictionless).

Solution:
The momentum of the boy-girl system is conserved. There is no change in the
momentum of the system before and after the push off.

Total Initial Momentum= Total Final Momentum

0 = pboy + pgirl
- boy = pgirl
p
-(mv)boy = (mv)girl
-30.0 kg m/s = (mgirl) -0.65 m/s
46 kg = mgirl
A collision is an encounter between two objects resulting in exchange of impulse
and momentum. Because the time of impact is usually small, the impulse provided by
external forces like friction during the time is negligible. If we take colliding bodies as one
system, the momentum of the system is therefore approximately conserved.

In an isolated system, the total momentum of the system before and after collision is
equal to the total momentum of the system after the collision.
total momentum before collision = total momentum after collision
Collisions are categorized according to whether the total kinetic energy of the system
changes. Kinetic energy may be lost during collisions when these two happens:
1. It is converted to heat or other forms like binding energy, sound, light (if there is
spark), etc.
2. It is spent in producing deformation or damage, such as when two cars collide.

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Two types of collision:
1. Elastic collision- one in which the total
kinetic energy of the system does not
change, and colliding objects bounce off
after collision.

2. Inelastic collision- one in which the total

kinetic energy of the system changes (i.e.,
converted to some other forms of energy).
Objects that stick together after collision is
said to be perfectly inelastic.

(Source: Liza A. Alvarez et al. Science 9: Learners’ Module. Pasig City:

Department of Education, 2014, 264-270)

Let’s Practice
Activity 1: Investigating and Solving MOMENTUM
Objectives:
1. Identify the factors that affect momentum.
2. Practice computing for momentum and impulse.

Calvin and Joyce are both Grade 9

students. They investigated the factors that
affect momentum by doing an activity. They
used two toy cars with different masses. After
doing the activity, they gathered the following
data. Analyze the data and answer the
questions given.

Initial Distance (cm) Stopping Distance (cm) of Stopping Distance (cm) of

Light Toy Car Heavy Toy Car

20 3 cm 5 cm
40 5 cm 10 cm
60 7 cm 15 cm
80 10 cm 20 cm

Directions: Check the circle that corresponds to your answer.

1. How will you compare the stopping distances of the heavy toy car and the light toy
car?
⃝ The stopping distance for the heavy toy car is longer than the stopping distance for
the small toy car.
⃝ The stopping distance for the heavy toy car is longer than the stopping distance for
the small toy car.

2. Did the two toy vehicles immediately stop as they hit the block of wood? Describe the
stopping distance of the two toy cars as their point of release increases.
⃝ Yes, the stopping distance increases as the point of release increases.
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 ⃝ No, the stopping distance increases as the point of release increases.

3. What will be the velocity of the two toy cars as the point of release increases?
⃝ The velocity increases as the point of release increases.
⃝ The velocity decreases as the point of release increases.

4. If momentum is a measure of how difficult it is to stop a moving object, which of the

two cars has a greater momentum at the same point of release?
⃝ The heavy toy car had greater momentum.
⃝ The light toy car had greater momentum.

5. How is it possible for the two bodies of different masses to have equal momentum?
⃝ The more massive body should have greater velocity than the less massive body.
⃝ The less massive body should have greater velocity than the more massive body.

Directions: Given the following data, solve for momentum using the formula p = mv and
impulse using the formula J = Ft. The first one is an example for you.

Object Mass (kg) Velocity (m/s) Momentum (kg m/s)

1. Butterfly 0.05 15 0.75

2. Bird 100 5
3. Basketball 0.005 700

Object Force (N) Time (s) Impulse (N s)

1. Bullet 0.4 3 1.2
2. Rocket engine 800 0.75
3. Frog 0.23 30

Activity 2: Keep Safe!

Directions: Fill in the blanks with the correct word to complete the paragraph describing
each picture.
1. When playing Luksong-Tinik, I need to __________ my
knees when landing to the ground. The time of contact
with the ground __________ thus __________ the force of
impact.
(reducing, increases, bend)

2. I am a softball player. When catching the fast-moving ball,

I will pull my hand __________. In doing so, this __________
the impact of fast-moving ball to my hand and __________
the time of contact.
(increases, decreases, backwards)

3. Cars have __________ to prevent injuries during accidents.

Inflation of airbags are initiated by crash sensors. It
__________ the impact force by __________ the time of
contact.
(decreases, airbags, increasing)

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 4. During construction of buildings, __________ are used to
catch people and materials. During a fall this __________
the impact force and the time of contact________.
(increases, decreases, fall protection nets)

5. __________ uses a __________ force applied over a

__________ period of time to lessen the impact.

(greater, seatbelt, short)

Let’s Do More
Activity 1: Throw Your Egg with Confidence!
Objective: Relate the impact of force to time of impact if momentum
is constant

Materials: hard boiled egg

A sheet of cloth/ bath towel

Procedure:
1. Ask assistance from two of your family members in doing this
activity. Have them hold the sheet of cloth or bath towel between
them so that it is stretched tightly across the top and the rest
of the sheet hangs in a shape like the letter “J”.

2. Throw the egg into the vertical part of the cloth or towel. Observe
what happens to the egg.

3. Now, throw the egg into a cemented wall. Observe the difference
from the first throw.

Directions: Check the circle that corresponds to your answer.

1. In which set-up did the egg experience a greater stopping force?
⃝ Cemented wall ⃝ Cloth or bath towel

2. In which set-up did the egg experience a stopping force for a longer period of time?
⃝ Cemented wall ⃝ Cloth or bath towel

3. Between the cemented wall and cloth or bath towel, which one was able to protect
the egg from breaking?
⃝ Cemented wall ⃝ Cloth or bath towel

4. How is hardness or softness of the landing surface related to the time required to
stop the egg?
⃝ Hard surface decreases the time required to stop the egg while soft surface
increases the time required to stop the egg.
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 ⃝ Hard surface increases the time required to stop the egg while soft surface
decreases the time required to stop the egg.
5. What relationship between the impact force and time can you infer from this activity?
⃝ If the change in momentum occurs over a longer time, the force of impact is small.
Thus, causing a lesser damage to objects.
If the change in momentum occurs within a short period of time, the force of impact
is large. Thus, causing a greater damage to objects.

⃝ If the change in momentum occurs over a longer time, the force of impact is small.
Thus, causing a greater damage to objects.
If the change in momentum occurs within a short period of time, the force of impact
is large. Thus, causing a lesser damage to objects.

The greater the impulse exerted on an object, the greater its change in momentum.
The amount of damage in a collision is related to the time during which the force stopped
the object. To bring the egg to a stop, the cemented wall or the cloth/bath towel must
provide an impulse, which involves two variables—impact of force and time of impact.
Since impact time is longer on the cloth or bath towel it produces a smaller impact
force that results in egg overcoming the breakage. The shorter impact time on the cemented
results in a greater impact force, thus, breaking the egg.

In relation to accidents, cars are designed to work with seat belts and airbags to
provide protection, especially to people’s heads and chests, in serious crashes. If brakes
were abruptly stepped on or other violent maneuvers before the crash, the lap/shoulder
belts keep people in position where there is still space for the airbags to inflate between the
occupants and the hard interior surfaces. Belts also provide important protection in non-
frontal crashes.
(Source: “Understanding Car Crashes: It’s Basic Physics! Teacher’s guide for grades 9–12”,
Insurance Institute for Highway Safety, accessed March 31, 2021, https://education.
ufl.edu/gjones/files/2013/04/teachers_guidePhysics.pdf.)

Activity 2: Flicking the Coin

Objectives:
1. Explain Conservation of Momentum.
2. Apply the Principle of Conservation of
Momentum.
Materials: 6 pcs coins
Procedure:
1. Arrange the coins in a horizontal pattern.
2. Move one coin away then slightly flick it to
collide it with others.
3. Observe what happens.
4. Repeat procedure one with two, three and four
coins.
5. Observe what happens

Directions: Check the circle that corresponds to your answer.

1. What do you think is the momentum of the coins before collision?
⃝ The momentum before collision is zero because the velocity is zero.
⃝ The momentum before collision is 100 because the velocity is zero.

2. When you flip one coin to hit the stationary coins, one coin at the other end moves
out while the incoming coin stops upon hitting the row of stationary coins. Why do
you think this happens?

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 ⃝ This shows that the velocity of the outgoing coin is approximately not equal to
the velocity of the incoming coin.
⃝ This shows that the velocity of the outgoing coin is approximately equal to the
velocity of the incoming coin.
3. Do you think the momentum before and after collision is the same?
⃝ Yes, no momentum is gained, and none is lost. Therefore, momentum is
conserved.
⃝ No, there is momentum gained and some are lost. Therefore, momentum is not
conserved.

Like energy, momentum can transfer from one object to another. Newton’s Third Law
of Motion describes how all forces occur in equal pairs but in opposing directions. In relation
with the activity, after hitting a motionless coin, it collided with another coin as it
experiences the same amount of force but in opposite directions. The force of the first coin
transfers to the second and so on. Along with a transfer of forces is a transfer of momentum.
Since both coins experience the same amount of force at the same time, the transfer is
equal. What one coin loses in momentum, the other coin gains (and the system’s total
momentum is unchanged). This observable phenomenon of maintaining and transferring
momentum equally is called the Law of Conservation of Momentum.

Let’s Sum It Up
Directions: Underline the correct word or group of words inside the parentheses.

Momentum can also be called ❶(inertia/energy) in motion. Two factors affect

momentum which are ❷(mass and speed/mass and velocity). The overall effect of a force
acting over time or the change of momentum of a system over a certain period of time is
called Impulse. Cars are designed with seat belts and ❸(plastic bags/air bags) that uses
a small force applied over a long time period to stop occupants with less impact.

Like energy, momentum can transfer from one object to another. Newton’s Third Law
of Motion describes how all forces occur in equal pairs but in opposite directions. What one
object losses in momentum the other object gains (and the system’s total momentum is
unchanged). This observable phenomenon of maintaining and transferring momentum
equally is called the Law of ❹ (Preservation/Conservation) of Momentum. A
❺(collision/bump) is an encounter between two objects resulting in exchange of impulse
and momentum. If we take colliding bodies as one system, the momentum of the system is
therefore approximately conserved.

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 Let’s Assess
Directions: Read each item carefully and circle the letter of the correct answer.

1. Which has more momentum, a heavy truck moving at 30 km/h or a light truck moving
at 30 km/h?
A. Heavy truck
B. Light truck
C. Both have same momentum.
D. Both cannot be determined their momentum.

2. An egg dropped on the road usually breaks, while one dropped on the grass usually does
not break. This is because for the egg dropped on the grass, ______________.
A. change of momentum is less
B. change of momentum is greater
C. time interval for stopping is greater
D. time interval for stopping is less

3. The impulse experienced by the body is equal to the change in its _______________.
A. Momentum C. Potential energy
B. Kinetic energy D. Velocity

4. Which is a necessary condition for the total momentum of a system to be conserved?

A. An object must be at rest.
B. No external force is present.
C. Kinetic energy must not change.
D. Only the force of gravity acts on the system.

5. In certain martial arts, people practice breaking a piece of wood with the side of their
hand. Which of the following best explains how this can be done without injury to the
hand?
A. Given the same change in momentum, when the time interval is smaller, the impact
force is bigger.
B. Given the same change in momentum, when the time interval is bigger, the impact
force is bigger.
C. Given the same change in momentum, when the time interval is smaller, the impact
force is smaller.
D. Given the same change in momentum, when the time interval is bigger, the impact
force is smaller.

6. Two billiard balls approach each other at equal speed. If they collide in perfectly elastic
collision, what would be their velocities after collision?
A. Zero
B. Same in magnitude and direction.
C. Same in magnitude but opposite in direction.
D. Different in magnitude and opposite in direction.

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For numbers 7 and 8 refer to the statement below.
Two 0.5 kg balls approach each other with the same speed of 1.0 m/s.

7. What is the total momentum of the system before collision?

A. 0 C. 1.0 kg m/s
B. 0.50 kg m/s D. -1.0 kg m/s

8. If there is no external force acting on the system, what is the total momentum of the
system after collision?
A. 0 C. 1.0 kg m/s
B. 0.50 kg m/s D. -1.0 kg m/s

9. It is a type of collision in which the total kinetic energy of the system does not change
and colliding objects bounce off after collision.
A. Elastic C. Inelastic
B. Impulse D. Momentum

10. A type of collision where objects stick together after collision.

A. Elastic C. Inelastic
B. Impulse D. Momentum

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 Answer Key
Let’s Try Let’s Practice 1. 0.75
1. C Activity 1 2. 500
2. A Questions: 3. 3.5
3. B 1. ⃝ The stopping distance for the heavy toy car is longer than the stopping
4. A distance for the small toy car.
5. C 2. ⃝ No, the stopping distance increases as the point of release increase. 1. 1.2
6. C 3. ⃝ Yes, no momentum is gained, and none is lost. Therefore, momentum is
7. A
2. 600
conserved.
8. A 4. ⃝ The heavy toy car had greater momentum. 3. 6.9
9. C 5. ⃝The less massive body should have greater velocity than the more massive
10. A body.

Let’s Practice Let’s Do More: Activity 1

Activity 2 1. ⃝Cemented wall
1. bend, increases, reducing 2. ⃝Cloth or bath towel
2. backwards, decreases, increases 3. ⃝Cloth or bath towel
3. airbags, decreases, increasing 4. ⃝Hard surface decreases the time required to stop the
4. fall protection net, decreases, increases egg while soft surface increases the time required to
5. seatbelt, short, greater stop the egg.
5. ⃝If the change in momentum occurs over a longer time,
the force of impact is small. Thus, causing a lesser
Let’s Do More: Activity 2
damage to objects.
1. ⃝ The momentum before collision
If the change in momentum occurs within a short
is zero because the velocity is
time, the force of impact is large. Thus, causing a
zero. greater damage to objects.
2. ⃝This shows that the velocity of the
outgoing coin is approximately Let’s Sum It Up: Let’s Assess
equal to the velocity of the 1. inertia 1. A 5. A 9. A
incoming coin. 2. mass and velocity 2. C 6. C 10. C
3. ⃝Yes, no momentum is gained, and 3. sir bags
none is lost. Therefore, momentum 3. C 7. A
4. conservation
is conserved. 5. collision 4. B 8. A

References
Books
Liza A. Alvarez, Dave G. Angeles, Hernan L. Apurada, Ma. Pilar P. Carmona, Oliver A. Lahorra, Judith
F. Marcaida, Ma. Regaele A. Olarte, Estrella C. Osorio, Digna C. Paningbatan, Marivic S.
Rosales, and Teresa B. Delos Santos. Science 9: Learner’s Module. Pasig City, Philippines:
Department of Education, 2014.
Veronica Simundo Bernas, Dr. Ernest P. Macalalad, Rhonalyn L. Vergara – Macalalad, Lucy A.
Magleo, Susan T. Sta. Ana, and Dr. Anamy Maria C. Paano. Exploring the Reals of Science 9.
JO-ES Publishing, Inc., 2016.
Module
Cecilia L. Cańete. Self-Learning Module: Science Grade 9 Momentum and Impulse in Action.
Department of Education Division of Pasig City, 2020.
Websites
Softschools.com. “Momentum Examples.” Accessed March 23, 2021.
https://www.softschools.com/examples/science/momentum_examples/16/
Insurance Institute for Highway Safety. “Understanding Car Crashes: It’s Basic Physics! Teacher’s
guide for grades 9–12”. Accessed March 31, 2021.
https://education.ufl.edu/gjones/files/2013/04/teachers_guidePhysics.pdf.

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FEEDBACK SLIP

A. FOR THE LEARNER

Thank you very much for using this CLAS. This learner’s
material is aimed at ensuring your worthwhile learning through
the help of your family members. For feedback purposes, kindly YES NO
answer the following questions:

1. Are you happy and contented with your learning

experiences using this CLAS?

2. Were you able to follow the processes and procedures

that were indicated in the different learning activities?

3. Were you guided by anybody from your family while

using this CLAS?

4. Was there any part of this CLAS that you found difficult?
If yes, please specify what it was and why.

B. FOR THE PARENTS / GUARDIANS

Do you have any suggestions or recommendations on how

we can make improvements to this CLAS to better serve the
learners?

Yes (Please indicate what this is/these are.)

None

Contact Number: __________________________________

For inquiries or comments, write or call:

Department of Education – MIMAROPA Region

Meralco Avenue, corner St. Paul Road, Pasig City, Philippines 1600
Telephone No. (02) 863-14070
Email Address: lrmds.mimaroparegion@deped.gov.ph

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