Republic of the Philippines
Department of Education
REGION VII, CENTRAL VISAYAS
SCHOOLS DIVISION OF BAYAWAN CITY
BAYAWAN CITY SCIENCE AND TECHNOLOGY EDUCATION CENTER
DAILY LESSON PLAN
Name of Teacher: LEE MARIE M. MARFIEL Quarter: Second
Subject and Grade level: GRADE 12 – General Physics Date: September 2, 2025
DLP No.: 1 Learning Area: General Grade Level: Quarter: Duration: 60mins
Physics 12 12 2
Learning Differentiate and classify scalar quantities and vector Section:
Competency/ies quantities. (STEM_GP12V-Ia-8) Tungsten (12:40 – 1:40)
: Silver (2:40 – 3:40)
Key Concepts / The physical quantities which have only magnitude are known as scalar quantities. It is
Understandings fully described by a magnitude or a numerical value. Scalar quantity does not have
to be directions.
Developed: The physical quantities for which both magnitude and direction are defined distinctly are
known as vector quantities.
1. Objectives
Knowledge Define and classify scalar and vector quantities..
Skills Represent vectors using arrow diagrams.
Attitudes Work with cautiousness in solving.
Values Appreciate the role of vectors in navigation, forces, and motion.
2. Content Scalar and Vector Quantities (Module Q1M2)
3. Learning General Physics 1 – Module 2: Scalar and Vector Quantities, Multimedia presentation
Resources/M (slides with diagrams), Manila paper, markers, arrow cut-outs, Ruler and protractor
aterials/Equip
ment
4. Procedures (indicate the steps you will undertake to teach the lesson and indicate the no. of minutes
each
step will consume)
Preparation 1. Prayer
10 minutes 2. Attendance and Physical Arrangement Check
ACTIVITY:
Show a short video/simulation of a plane flying 200 km north, then 150 km east.
ASK:
1. If we only add the distances (200 + 150 km), do we get the actual position of the
plane?”
2. What extra detail do we need?
Presentation Classify Me Game.
25 minutes 1. Teacher flashes a list of quantities (temperature, force, mass, displacement,
speed, velocity, density, momentum
2. Learners classify into Scalar or Vector. They write answers on the board or hold up
S/V cards.
3. Illustrate more example.
4. Teacher explains definitions with examples from the module.
Difference Between Scalar and Vector Quantity
Difference Between Scalar and Vector Quantity
Scalar Quantity Vector Quantity
It has magnitude only It has both magnitude and the direction
It does not have direction It has direction
It is specified by a number It is also specified by a number along with the direction
and a unit and unit
It is represented by It is represented by quantity symbol in bold or with the
quantity symbol arrow sign above
Example: Temperature, Example: Acceleration, velocity, etc
speed, etc
5. Introduce arrow representation of vectors (length = magnitude, direction =
orientation).
6. Students use rulers & protractors to draw sample vectors: 5 m east, 10 N upward,
8 m/s north.
ASK:
1. Why is temperature scalar while velocity is vector?
2. How is displacement different from distance?
Practice Learners answer 'What I Can Do' (Part 1 & 2 from the module):
20 minutes Part 1: Sort given terms (force, length, weight, speed, etc.) into scalar or vector.
Part 2: Identify real-life statements as scalar/vector.
5. Assessment (indicate whether it is thru Observation and/ or Talking/conferencing to learners
and/or
Analysis of Learner’s Products and/or Tests)
Written Quiz (from Module’s Assessment section):
1. What is a scalar?
2. What is a vector?
Written Test 3. Which is scalar: speed, velocity, force, acceleration?
10 minutes 4. Which is vector: volume, mass, speed, velocity?
5. Which quantities are scalar: distance, mass, energy?
6. Assignment (indicate whether it is for Reinforcement and/or Enrichment and/or Enhancement of
the
day’s lesson or Preparation for a new lesson)
Enrichment 1. Create a T-chart of 5 scalar and 5 vector quantities you encounter at
8 minutes home/community.
2. Draw arrows for at least 3 vectors to show magnitude & direction.
7. Wrap- Close the period by wrapping – up the day’s lesson.
up/Concluding Summarize: Scalars = magnitude only; Vectors = magnitude + direction.
Activity Ask: “Why can’t we ignore direction in Physics?”
2 minutes
Remarks/Comments:
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Prepared by:
LEE MARIE M . MARFIEL
Teacher III
