Term: 3^{rd} Term
Week: 7
Class: Senior Secondary School 1
Age: 15 years
Duration: 40 minutes of 5 periods each
Date:
Subject: Physics
Topic: Vectors
SPECIFIC OBJECTIVES: At the end of the lesson, pupils should be able to
INSTRUCTIONAL TECHNIQUES: Identification, explanation, questions and answers, demonstration, videos from source
INSTRUCTIONAL MATERIALS: Videos, loud speaker, textbook, pictures
INSTRUCTIONAL PROCEDURES
PERIOD 12
PRESENTATION 
TEACHER’S ACTIVITY 
STUDENT’S ACTIVITY 
STEP 1 INTRODUCTION 
The teacher reviews the previous lesson on fuse 
Students pay attention 
STEP 2 EXPLANATION 
He defines and explains vectors

Students pay attention and participates 
STEP 3 DEMONSTRATION 
He explains how to add vectors

Students pay attention and participate 
STEP 4 NOTE TAKING 
The teacher writes a summarized note on the board 
The students copy the note in their books 
NOTE
VECTORS
This is a quantity that has both magnitude and direction. It is typically represented by an arrow whose
direction is the same as that of the quantity and whose length is proportional to the quantity’s magnitude.
For example, displacement, velocity, and acceleration are vector quantities. Vector quantities are often represented by scaled vector diagrams. Vector diagrams depict a vector by use of an arrow drawn to scale in a specific direction.
The magnitude and direction of the vector is clearly labeled. In this case, the diagram shows the magnitude is 20m and the direction is (30 degrees West of North).
ADDITION OF VECTOR
There are a variety of methods for determining the magnitude and direction of the result of adding two or more vectors. The two methods that will be discussed in this lesson and used throughout the entire unit are:
To see how the method works, consider the following problem:
Wasiu leaves the base camp and runs 11 km, north and then runs 11 km east. Determine Eric's resulting displacement.
EVALUATION: 1. Define vectors
CLASSWORK: As in evaluation
CONCLUSION: The teacher commends the students positively