Complete High School Physics Momentum Unit Bundle (NGSS Aligned, Grades 9-12)
Sale price
$56.70
Regular price $47.25Shipping calculated at checkout.
Save up to 30% compared to buying on TPT — same resources, better price, instant download.
Skip the prep work and teach momentum with confidence. This complete unit bundle gives your students the conceptual understanding they need while saving you hours of planning time.
Every resource is classroom-tested and designed to help students think through momentum concepts rather than just memorize formulas.
What's Included
- ✓ Daily warm-ups that activate prior knowledge
- ✓ Complete lesson slides with guided notes
- ✓ Hands-on momentum activities and labs
- ✓ Scaffolded practice assignments
- ✓ Formative quizzes for progress monitoring
- ✓ Comprehensive unit assessment
- ✓ Answer keys for all materials
Why Teachers Love This
- No-prep convenience: Print and teach immediately
- Builds conceptual understanding: Students learn WHY momentum works, not just HOW
- Differentiation ready: Multiple entry points for diverse learners
- Standards alignment: Fully meets NGSS HS-PS2-2 requirements
- Time-saving: Complete unit planning done for you
Perfect For
- High school physics courses (grades 9-12)
- Conceptual physics and physical science classes
- Honors physics momentum units
- Teachers seeking NGSS-aligned curriculum
- Both new and veteran physics educators
Pro Tip: Use the warm-ups as exit tickets to spiral review momentum concepts throughout the semester.
Update your location to see state-specific standards (only available in the US).
NGSS HS-PS2-2
Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system. Emphasis is on the quantitative conservation of momentum in interactions and the qualitative meaning of this principle. Assessment is limited to systems of two macroscopic bodies moving in one dimension.
NGSS HS-PS3-1
Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known. Emphasis is on explaining the meaning of mathematical expressions used in the model. Assessment is limited to basic algebraic expressions or computations; to systems of two or three components; and to thermal energy, kinetic energy, and/or the energies in gravitational, magnetic, or electric fields.
NGSS HS-PS2-1
Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration. Assessment is limited to one-dimensional motion and to macroscopic objects moving at non-relativistic speeds. Examples of data could include tables or graphs of position or velocity as a function of time for objects subject to a net unbalanced force, such as a falling object, an object sliding down a ramp, or a moving object being pulled by a constant force.
NGSS HS-PS4-1
Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media. Examples of data could include electromagnetic radiation traveling in a vacuum and glass, sound waves traveling through air and water, and seismic waves traveling through the earth. Assessment is limited to algebraic relationships and describing those relationships qualitatively.
NGSS HS-PS2-3
Apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision. Examples of evaluation and refinement could include determining the success of the device at protecting an object from damage and modifying the design to improve it. Examples of a device could include a football helmet or a parachute. Assessment is limited to qualitative evaluations and/or algebraic manipulations.
NGSS HS-PS2-2
Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system. Emphasis is on the quantitative conservation of momentum in interactions and the qualitative meaning of this principle. Assessment is limited to systems of two macroscopic bodies moving in one dimension.
NGSS HS-PS3-1
Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known. Emphasis is on explaining the meaning of mathematical expressions used in the model. Assessment is limited to basic algebraic expressions or computations; to systems of two or three components; and to thermal energy, kinetic energy, and/or the energies in gravitational, magnetic, or electric fields.
NGSS HS-PS2-1
Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration. Assessment is limited to one-dimensional motion and to macroscopic objects moving at non-relativistic speeds. Examples of data could include tables or graphs of position or velocity as a function of time for objects subject to a net unbalanced force, such as a falling object, an object sliding down a ramp, or a moving object being pulled by a constant force.
NGSS HS-PS4-1
Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media. Examples of data could include electromagnetic radiation traveling in a vacuum and glass, sound waves traveling through air and water, and seismic waves traveling through the earth. Assessment is limited to algebraic relationships and describing those relationships qualitatively.
NGSS HS-PS2-3
Apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision. Examples of evaluation and refinement could include determining the success of the device at protecting an object from damage and modifying the design to improve it. Examples of a device could include a football helmet or a parachute. Assessment is limited to qualitative evaluations and/or algebraic manipulations.
Complete High School Physics Momentum Unit Bundle (NGSS Aligned, Grades 9-12)
Sale price
$56.70
Regular price $47.25Shipping calculated at checkout.
Save up to 30% compared to buying on TPT — same resources, better price, instant download.
Skip the prep work and teach momentum with confidence. This complete unit bundle gives your students the conceptual understanding they need while saving you hours of planning time.
Every resource is classroom-tested and designed to help students think through momentum concepts rather than just memorize formulas.
What's Included
- ✓ Daily warm-ups that activate prior knowledge
- ✓ Complete lesson slides with guided notes
- ✓ Hands-on momentum activities and labs
- ✓ Scaffolded practice assignments
- ✓ Formative quizzes for progress monitoring
- ✓ Comprehensive unit assessment
- ✓ Answer keys for all materials
Why Teachers Love This
- No-prep convenience: Print and teach immediately
- Builds conceptual understanding: Students learn WHY momentum works, not just HOW
- Differentiation ready: Multiple entry points for diverse learners
- Standards alignment: Fully meets NGSS HS-PS2-2 requirements
- Time-saving: Complete unit planning done for you
Perfect For
- High school physics courses (grades 9-12)
- Conceptual physics and physical science classes
- Honors physics momentum units
- Teachers seeking NGSS-aligned curriculum
- Both new and veteran physics educators
Pro Tip: Use the warm-ups as exit tickets to spiral review momentum concepts throughout the semester.
Update your location to see state-specific standards (only available in the US).
NGSS HS-PS2-2
Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system. Emphasis is on the quantitative conservation of momentum in interactions and the qualitative meaning of this principle. Assessment is limited to systems of two macroscopic bodies moving in one dimension.
NGSS HS-PS3-1
Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known. Emphasis is on explaining the meaning of mathematical expressions used in the model. Assessment is limited to basic algebraic expressions or computations; to systems of two or three components; and to thermal energy, kinetic energy, and/or the energies in gravitational, magnetic, or electric fields.
NGSS HS-PS2-1
Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration. Assessment is limited to one-dimensional motion and to macroscopic objects moving at non-relativistic speeds. Examples of data could include tables or graphs of position or velocity as a function of time for objects subject to a net unbalanced force, such as a falling object, an object sliding down a ramp, or a moving object being pulled by a constant force.
NGSS HS-PS4-1
Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media. Examples of data could include electromagnetic radiation traveling in a vacuum and glass, sound waves traveling through air and water, and seismic waves traveling through the earth. Assessment is limited to algebraic relationships and describing those relationships qualitatively.
NGSS HS-PS2-3
Apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision. Examples of evaluation and refinement could include determining the success of the device at protecting an object from damage and modifying the design to improve it. Examples of a device could include a football helmet or a parachute. Assessment is limited to qualitative evaluations and/or algebraic manipulations.
NGSS HS-PS2-2
Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system. Emphasis is on the quantitative conservation of momentum in interactions and the qualitative meaning of this principle. Assessment is limited to systems of two macroscopic bodies moving in one dimension.
NGSS HS-PS3-1
Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known. Emphasis is on explaining the meaning of mathematical expressions used in the model. Assessment is limited to basic algebraic expressions or computations; to systems of two or three components; and to thermal energy, kinetic energy, and/or the energies in gravitational, magnetic, or electric fields.
NGSS HS-PS2-1
Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration. Assessment is limited to one-dimensional motion and to macroscopic objects moving at non-relativistic speeds. Examples of data could include tables or graphs of position or velocity as a function of time for objects subject to a net unbalanced force, such as a falling object, an object sliding down a ramp, or a moving object being pulled by a constant force.
NGSS HS-PS4-1
Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media. Examples of data could include electromagnetic radiation traveling in a vacuum and glass, sound waves traveling through air and water, and seismic waves traveling through the earth. Assessment is limited to algebraic relationships and describing those relationships qualitatively.
NGSS HS-PS2-3
Apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision. Examples of evaluation and refinement could include determining the success of the device at protecting an object from damage and modifying the design to improve it. Examples of a device could include a football helmet or a parachute. Assessment is limited to qualitative evaluations and/or algebraic manipulations.