School Liceo Virgen Delos Remedios Grade Level 12
DETAILED LESSON (Placer) Inc.
PLAN IN GENERAL Teacher Hershey Marie H. Abarri Learning Area General Physics
PHYSICS 12 Time and Date July 2, 2025 – July 8, 2025 Quarter 1
I. OBJECTIVES
1. Content Standard The learners demonstrate an understanding of uncertainties and deviations in measurement
2. Performance The learners are able to solve, using experimental and theoretical approaches, multi-concept, rich-context problems involving
Standard measurement, vectors, motions in 1D, 2D, and 3D, Newton’s Laws, work, energy, centre of mass, momentum, impulse, and collisions
3. Learning Solve measurement problems involving conversion of units, expression of measurements in scientific notation. (STEM_GP12EU-Ia
Competencies 1)
1. Identify significant figures
4. Specific Objectives 2. Express the importance of significant figures in our lives
3. Draw an object involving significant figures
Topic: Units, Physical Quantities, Measurement, Errors and Uncertainties
II. CONTENT
Subtopic: Significant Figures
III. LEARNING
RESOURCES
Pallarag, J. (2020). GENERAL PHYSICS 1: Learning Activity Sheet. Regional Government Center, Carig Sur, Tuguegarao City, 3500,
A. References
pp. 11-13.
B. Other Learning
Resources
C. Materials Laptop, TV, Pictures, Tarpapel, and PowerPoint Presentation
IV. PROCEDURES Integration: Strategy: Cooperative Learning
Teacher’s Activity Students’ Activity
Everyone will stand for the prayer. Student A will
lead the prayer.
“Good morning, Class!”
A. Preliminaries Students will arrange the chairs and pick up the
Prayer litters on the floor.
Greetings The class secretary will check the attendance.
Checking of The teacher will review about the previous lesson. Answers:
Attendance Questions: 1. Ma’am, we tackled about the conversion of units.
Review 1. What was our lesson last meeting? 2. Conversion of units is the process of changing one measurement unit
2. What is conversion of units? into another.
3. How important conversion of units in our daily lives? 3. It plays a big role in understanding and comparing measurements.
I hope that you will keep those learning in mind
because those are important for you to understand
our next and upcoming lessons. Do you have any We don’t have any, Ma’am.
questions or clarifications with regards to our
previous lesson?
Group the students into two (2) groups and ask
them to find two objects in the classroom. The students actively do the task.
Ask them to measure these objects and record
their data.
From their observations, ask them to determine Students answer may vary.
the number of digits in the measurement.
B. Establishing the Now, ask them to identify the number of
Purpose of the New significant figures in the measurement.
Based on the activity, what is the difference of Digits are fundamental symbols (0-9) used to represent numerical
Lesson values in our number system while significant figures are those
digits and significant figures?
digits in a number that contribute to its precision.
At the end of the lesson, the students will be able to:
1. Identify significant figures The student will read the specific objectives.
2. Express the importance of significant figures in our
lives
3. Draw an object involving significant figures
ACTIVITY 1: SIGNIFICANT OR NOT? Answers:
The teacher will ask the students to identify the
C. Presenting
numbers of significant figures of the following: Numbers Significant Figures
Examples/
1. 508.0 L 4
Instances of the
1. 508.0 L 2. 820 400.0 L 7
New Lesson
2. 820 400.0 L 3. 8007 kg 4
3. 8007 kg
Analysis Possible Answers:
D. Discussing new Based on the activity:
concepts and new 1. How would you define significant figures? 1. Significant figures are digits found in the number. These digits are
practicing new skills 2. Why is it important? considered place-values.
#1 2. It contributes to the precision of the data or measurement.
Abstraction
Significant Figures (sig. figs.) The student will listen attentively and participate actively.
Significant figures are those digits in a number or
measurement that are not being used and
considered as place-values.
For example, if the length of a computer desk, as
measured by a ruler graduated in millimeters, was
found to be 1564.3mm, the measurement has five
significant figures.
Rules for Significant Figures The student will listen attentively and participate actively.
1. Nonzero digits are always significant.
Ex: 38.57 mL (4) 288 g (3)
E. Discussing new 2. Zeroes are sometimes significant, and
concepts and new sometimes they are not.
practicing new skills a. Zeroes at the beginning of a number (used just
#2 to position the decimal point) are never significant.
Ex: 0.052 g (2) or 5.2X10-2 g
0.00364 m (3) or 3.64x10-3m
b. Zeroes between nonzero digits are always
significant. The student will listen attentively and participate actively.
Ex: 2007 g (4) 6.08 km (3)
c. Zeroes at the end of a number that contains a
decimal point are always significant.
Ex: 38.0 cm (3) or 38.0x 101 cm
440.0 m (4) or 4.400x 102 m
d. Zeroes at the end of a number that does not
contain a decimal point may or may not be
significant.
Ex: 24,300 km (3, 4, 5)
3. Exact numbers can be considered as having an
unlimited number of significant figures. This applies
to defined quantities.
Ex: 1 yard = 3 ft 1 in. = 2.54 cm (we do not apply
sig. figures) The student will listen attentively and participate actively.
4. In addition and subtraction, the last digit retained
in the sum or difference is determined by the
position of the first doubtful digit.
Ex: a. Add 37.24 mL and 10.3 mL
37.24 mL +10.3 L = 47.54 mL is reported as 47.5
mL
b. Subtract 21.2342 g from 27.87 g
27.87 g - 21.2342 g = 6.6358 g is reported as 6.64
g
5. In multiplication and division, an answer
contains no more significant figures than the least
number of significant figures used in the operation.
Ex: What is the area of a rectangle 1.23 cm wide
and 12.34 cm long?
A = l x w = (12.34 cm)(1.23 cm) = 15.2𝑐𝑚2
ACTIVITY 2: COMPLETE ME! Possible Answers:
The teacher will call students to complete the table.
F. Developing Mastery Numbers Significant Figures
(Leads to Formative Numbers Significant Figures 1. 12.5 3
Assessment) 1. 12.5 2. 10004 5
2. 10004 3. 0.12 2
3. 0.12
ACTIVITY 3: DRAWING WITH PRECISION Rubrics:
The teacher will divide the class into two (2) Correct Use of Significant Figures 5
groups. in Dimensions
G. Finding Practical Each group will draw an object, ensuring they Neatness and Clarity of Drawing 3
Application of choose a scale that allows for significant figures to Presentation Skills 2
Concepts and Skills be used. TOTAL 10
in Daily Living They will draw the object in a graphing paper,
labelling dimensions with correct significant figures.
Present their drawings to the class, explaining their
choices of significant figures.
H. Making The teacher will ask the students of the question below. \
Generalizations and Write your answer in a ½ crosswise.
Abstractions about
the Lesson What is the importance of significant figures in our Answers may vary.
lives?
EVALUATION Answer Key to Assessment:
The students will be asked to get ¼ sheet of paper and 1. (3)
answer the following questions within 10 minutes. 2. (3,4,5,6)
3. (3)
Direction: Identify how many significant figures each given 4. (4)
quantity has. 5. (unlimited)
1. 0.000103 g ______ 7. (6)
I. Evaluative Learning 2. 398,000 mL ______ 8. (6)
3. 26.7 m ______ 9. (3)
4. 43.15 L ______ 10. (5)
5. 3 gal ______
6. 2.00000 m ______
7. 634.009 L ______
9. 0.0723 g ______
10. 77.83 g + 233.672 g = 311.50 g ______
Assignment:
Direction: Identify the number of significant figures in the given quantities.
J. Additional Activities
for Application and
1. 16.2 m – 971.43 m = -955.2 m
Remediation
2. 17.43 g / 3.21 g = 5.43 g
3. 4qt
V. REMARKS
VI. REFLECTION
A. Number of
learners who
earned 80% in
the evaluation
B. Number 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. Number of
learners who
continue to
require
remediation.
E. What of my
strategies
worked well?
Why did this
work?
F. What difficulties
did I encounter
which my
principal or
supervisor can
help me to
solve?
G. What innovation
or localized
materials did I
use or discover
which I wish to
share to other
teachers?
Prepared by: Checked by: Verified by:
HERSHEY MARIE H. ABARRI AMELENE C. MONTEROLA ROGETO J. ENOC JR.
Teacher Academic Coordinator School Principal
