School Doña Carmen National High School Grade Level 9

Teacher Chenee B. Pontillo Learning Area SCIENCE

Teaching Dates and Quarter SECOND
DAILY Time

LESSON
LOG
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
A. Content Standard
Use the unit mole that quantitatively measures the number of very small particles of matter.
B. Performance Standard Analyze the percentage composition of different brand of two food products and decide on products on appropriate percentage
composition.
C. Learning S9MT-Iii-19
Competency/Objectives • Assess students’ Calculate the mass of Describe the Apply the mole concept
prior knowledge one mole of a relationships among the in completing a given set
about mole concept substance using the number of moles, mass, of data.
and periodic table of and number of particles.
percentage elements.
• Measure the mass
composition of a given number
of compounds. of objects.
• Measure the mass • Record the mass
of an object. with the correct
• Record the mass number of
with the correct significant figures.
number of significant
figures.
• Relate the mass of
the object to the
number of pieces
per item.
II. CONTENT Inter-conversions Among Mass, Moles and
Mole Concept Molar Mass
Number of Particles
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages 117-119 120-121 121-123 125-129 125-129
 2. Learner’s Materials pages 145-149 149-150 151-152 152-153 152-153
3. Textbook pages

4. Additional Materials from https://

Learning Resource www.youtube.com/
(LR)portal
watch?v=g_BelGwRxG8&sp
freload=5
B. Other Learning Resource

IV. PROCEDURES
A. Reviewing previous • Based on the • Ask how chemists • Describe molar
lesson or presenting previous activity, ask count tiny particles mass. Recall on how to
Ask how scientists
the new lesson how large quantities such as atoms and • Have students count particles of
count very small
of objects can be molecules. • Ask perform the Molar substances from
particles such as atoms,
counted conveniently. what Avogadro’s Mass Relay. (See given masses.
ions and molecules.
• Ask what counting number is. attachment #2 for
Before answering the
unit is used by • Ask if one mole of the mechanics.)
question, let them
chemists in counting different
answer the Pre-
tiny particles such as substances have
Assessment in the LM
atoms and molecules the same mass.
on page 145.
and its equivalent
number.
B. Establishing a purpose for • Ask students the • Ask why the unit • Ask how many Tell the students to Tell the students to
the lesson equivalence of the mole consists of a hydrogen atom and come to their come to their
following counting very large number oxygen atom are corresponding group corresponding group
units: compared to case, there in one mates to perform this mates to perform
A Pair of shoes = ream, and dozen. molecule of water activity. The first group this activity.
___ • Ask if one mole of or the atomic to answer correctly will The first group to
A Dozen of eggs = sulfur has the ratio. (2:1) be given an artificial answer correctly will be
___ same mass as one • Ask the total no. of gold medal (prize is given an artificial
A Case of coke = mole of aluminum. atoms of hydrogen optional). Show them a golden cup (prize is
___ and oxygen in a picture of a gold medal optional).
A Ream of paper = dozen molecules of thru a slide. Show them a picture
___ water. (24 atoms of (See attachment #3) of a golden cup. Tell
• Ask them the H and 12 atoms of students that this
 O). A pure gold medal has a golden cup contains
• Ask what will be the mass of 591 g. 3.01 x1024 atoms.
advantage of using number of atoms of 1.) How many moles of (See
these units in H and O in one gold atoms are there in attachment #4)
counting too many mole of water the gold medal if its Questions:
objects compared to molecules. (2 moles molar mass is 197 g? 1. How many
counting them one by or 1.21 x 1024 H (3 moles) 2.) How moles of gold are
one. atoms and 1 mole many atoms of gold are there? (5 moles)
• Ask them what other or present? (1.81 x10 24 2. What is the
ways to make 6.02 x 1023 O atoms) atoms) mass of the golden
counting too many cup? (The molar mass
objects easier and of gold is 197 g, so the
faster. mass is 985g)
. Let them show their
solution.
• How Let
can
you them
calcul
ate show
the
mass their
of 1 solution.
mole
of
water
molec
ules?
• The
first
who
will
answ
er
corre
ctly
will
 be
given
a
prize.
C. Presenting examples/Instances of the new lesson Mang Presen Present Ask how Ask how
Juan is t one table 3 they they
constr mole on page convert a convert
ucting of 150 of given a given
his sulfur the mass to number
bahay and module. moles of moles
kubo one • Ask then to into
and he mole how number mass in
needs of the of grams.
to buy alumin molar particles.
a lot of um. mass
iron The of
nails. mass oxyg
How is of one en
iron mole gas
nails of O2,
bought sulfur sugar
from a is , and
hardw 32.01 hydro
are g while gen
store, the perox
by mass ide is
numbe of one deter
r or by mole mine
mass? of d.
Why alumin • Ask if
are um is the
they 27.00 same
usually g. Ask proce
sold by why ss is
mass? one used
What mole as
instru of what
ment is differe
 used they
for did
getting with
the the
mass mass
of of 1
objects mole
like of
iron water
nails? .
Is it • Ask
possibl nt them
e to substa how
determ nces they
ine the have will
exact differe prepa
numbe nt re
r of masse exact
iron s. ly
nails 6.02
he x 10
bought 23

for his mole

bahay- cules
kubo or 1
using a mole
weighi of
ng table
scale? sugar
How? .
D. Discussing new concepts and practicing new skills # 1 Perfor Perfor Perform Perfor Perform
m m Activity m Activity 5
Activity Activity 3: “The Activit “The
1: 2: Mass of y 4: Chemist’
“Coun “Total One “The s Mole”
ting by Count Mole of Relati
Gettin Vs. a onshi
g the Mass” Substa p
 Mass Among
of an Mole,
Object Mass
” and
(Demon Number
strate of
the nce” Particles
proper ”
use of
the
platform
balance
first.)
E. Discussing new concepts and practicing new skills # 2 Answer Answer Answer Answer Answer
the guide the
the the the questions. guide
question
guide guide guide s.
questio questio question
ns. ns. s.
F. Developing mastery • Disc • Discu • Discus • Discus
ussio ssion • Discu sion sion
n ssion on the on the
on on the results results
on result of the of the
the s of activity activity
the result the . .
resul s of activit • Ask • Ask
ts of the y. what what
the activi • Discu mathe mathe
activi ty. ss matica matica
ty. • Pres how l l
• Ask ent to operati operati
what table derive on is on is
coun 3 on the used used
ting page molar to to
unit 150 mass conver conver
 is of the of t a t a
used LM. differe given given
• Emphasize that (Ans. : the periodic • Ask what mathematical • Ask what mathematical
by • Ask nt mass no. of
scientists are able to table of elements) operation is used to operation is used to
che what subst into atoms
count very small convert no. of moles to convert a given moles
mists tool ances no. of into
particles by means of particles. into mass. (multiplication)
in provi using moles. moles.
a platform balance and (multiplication)
coun des the (divisio (divisio
the periodic table.
ting infor period n) n)
Listed on the periodic
tiny matio ic
table the mass of 1
parti n on table.
mole of an element.
cles the
• Ask why the
such mass
equivalent number is
as of
called
atom one
Avogadro’s number. s mole
• Present and discuss and of an
the sample problem in mole elem
the module on page cules ent.
149. and
G. Finding practical • Ask them to arrange Ask
its how many CO2 Ask what must be the mass
application of concepts the following molecules
equiv are released of methane (CH4) required
and skills in daily living substances from the into
alentthe atmosphere if 32g to produce 5 moles of CO2 if
lightest to heaviest. of
num methane (CH4) reacts burning 1 mole of methane
Ne, N2, H2, He,CO2 with
ber. 128 g of oxygen gas produces 1 mole of carbon
(Answer: H2, He, and produce 88g of CO2 dioxide. Ask how many
CH4, Ne, N2, CO2, ) along with 72 g of water CO2 molecules are released
Ask what can be a vapor. (Convert 88 g CO2 out of this mass of methane.
convenient way of • Ask which can be
used to fill up a into moles and to no. of (Show the chemical
counting large quantities Ask if 50 g of gold and particles, the answer is equation, see attachment
of objects. (counting by 50 g of silver have the balloon that can rise
up in the air. (H2, He, 1.20x1024 molecules). #5). Ask how they think it
getting the mass) same number of atoms will affect the environment,
In what ways in your and explain their answer. and CH4 because
their molar mass is and what action must be
daily life can you apply done.
this procedure? lighter than oxygen
gas).
• Ask why hydrogen
and methane gas is
not used in party
balloons. (They are
both flammable, He is
an inert gas).
 H. Making generalizations Ask if they think Ask how to determine Ask how to determine the Ask how to dete
and abstractions about scientists do the same the mass of one mole an no. of moles and particles no. of moles an
the lesson way (in the activity) when element and a from a given mass of from a given
• Ask them to
counting the number of compound substance. substance and vic
describe molar mass.
very small particles such
• Ask if moles of
as atoms and molecules
different substances
and what are the
have the same mass.
instruments used.
(periodic table and
platform balance)
I. Evaluating learning Present table 5 in the LM
Solve the problems on Give a short quiz. (See on page 152 and give it
page 149 of the LM. attachment #1) as a quiz.
J. Additional activities for Watch the video “ One
application or Mole and Avogadro’s
remediation Number” from
https://www.youtube.com/
watch?v=g_BelGwRxG8&sp
freload=5
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. 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. No. of learners who

continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?
Prepared by:

CHENEE B. PONTILLO
Subject Teacher

Checked by:

ROSALITA A. BASTASA
Master Teacher -I
 School Doña Carmen National High School Grade Level 9
DAILY Teacher Chenee B. Pontillo Learning Area SCIENCE
LESSON Teaching Dates and Quarter SECOND
LOG Time

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDA

VII. OBJECTIVES
A. Content Standard
Use the unit mole that quantitatively measures the number of very small particles of matter.

B. Performance Standard Analyse the percentage composition of different brand of two food products and decide on products on appropriate percentage
composition.

C. Learning Competency/Objectives S9MT-Iii-19 S9MT-IIj-20

Calculate the Apply the concept of .
percentage percentage • Recall past le
composition by mass of composition in • Answer test it
Covert given mass into compounds given their choosing grocery correctly and
moles and number of Prepare a concept map chemical formula. items.
particles and vice on the Mole • Realize that the
versa. Concept. amount of substances
intake can be
monitored with the
use of percentage
composition.
VIII. CONTENT Inter-conversions
Among Mass, Moles and Mole Concept Percentage Composition of a Compound Summative As
Number of Particles
IX. LEARNING RESOURCES
A. References
5. Teacher’s Guide pages pp.126-129 p. 130 pp. 130-132 pp. 130-132 p. 133
6. Learner’s Materials pages p.154 p. 155 pp. 155-157 pp. 157-158 p. 159
7. Textbook pages

8. Additional Materials from

Learning Resource
(LR)portal
B. Other Learning Resource https://www.youtube.com https://www.youtube.com
/watch?v=wqZSxErQ7Ck /watch?v=ZAxl502Yl9g

X. PROCEDURES

A. Reviewing previous lesson Recall on how to Recall on how to solve Recall on how to solve .
or presenting the new lesson How do you convert a determine the no. of for molar mass of a for the percentage
given mass of a substance moles and particles from compound. composition of
into number of moles and a given mass of compounds
number of particles? substance and vice
versa.
B. Establishing a purpose for Ask: “Have you given
the lesson As a group, they will • Ask the total number the task by your
construct their own of students in the parents to buy
concept map on how to class and how many groceries in the
easily convert mass to are males and supermarket? Do you
mole and to number of Let them watch the video females. Ask the take time to look at the
particles and vice versa “What is a Mole?” from percentage of male nutritional facts of an
using a marker and https://www.youtube.co and female in the item before buying it?
cartolina. Let them explain m/watch?v=wqZSxErQ class. Why is it important to
their answer (5 pts.). 7Ck • Ask on the percentage look at the nutritional
by mass of hydrogen facts before buying or
in one mole of water, consuming a product?”
given that in 18g of
water there is 2 g of
hydrogen.
 C. Presenting • Show the video “How Present a label of
examples/Instances of to Calculate canned goods such as
the new lesson Percentage Mass” corned beef or meat
Based on the previous
from loaf. Ask if all of the
activities, ask how they
Let them explain their https://www.youtube.c ingredients are good to
will organize their
concept map. om/watch?v=ZAxl502 one’s health. Ask how
knowledge on the
Yl9g one can regulate the
concept of mole.
• Present the formula for amount of food to be
determining the taken in order to keep
percentage a healthy lifestyle.
composition by mass
of a compound.
• Give more examples on
calculating the
percentage
composition of
compounds.

D. Discussing new concepts

and practicing new skills # 1 Part I
Perform the “Mole Relay”
(See attachment #6 for the Perform Activity 7: “It’s
Perform the problem
mechanics.) . Perform Activity 6 Grocery Time!”
solving on page 157 of
Part II “Mole Map”
the LM.
Give the set of problems
from page 154 of the LM
to be answered
individually.
E. Discussing new concepts Answer the guide
and practicing new skills # 2 questions.
F. Developing mastery Discussion on the result .
Discussion on the results of the activity.
Discussion on the results Discussion on the results
of the activity. Have students recite
of the activity. of the activity 6.
their answers to the
guide questions.
 G. Finding practical The roots of the plants • Calcium is important in
application of concepts and Ask why 6.02x1023 absorb the nutrients from our diet because it
skills in daily living particles called the the soil. Potassium is the makes our bones
Avogadro’s Number. mineral responsible for a healthier.
Follow up their search Which calcium
Instruct them to search on healthy root system. If supplements contain
the contributions of about the scientists you were a farmer, which the highest percentage
Amedeo Avogadro in involved in the of the following fertilizers of Calcium? (Ans:
science. Ask them what development of mole are you going to use? CaCO3)
they think are the good concept. Have a K2SO4, KCl, K2O, or Calcium carbonate:
qualities of Avogadro and discussion regarding this K2CO3? CaCO3, Calcium
other scientists involved in matter. citrate: Ca3(C6H5O7)2,
the development of the Calcium gluconate:
concept of mole that they Ca(C6H11O7)2
want to emulate. Remember that the
decision on which

supplement should
take depends on side
effects and the advice
of a physician. Calcium
carbonate is used as
an antacid, so it
decreases the acidity
in the stomach.
Nutritionists
recommend that it
should be taken with
meals. (Meals cause
stomach acid to be
produced for
digestion).
• Ask in what other ways
they can make use of
the concept on
percentage
composition.
 H. Making generalizations Ask the importance of Ask how to solve for the Ask why knowledge on
Ask how to do conversions
and abstractions about the using the mole concept percentage composition percentage composition
of mass to mole and to
lesson and molar mass of a of a compound. of substances is
number of particles and
compound in expressing important.
vice versa.
amount of substance.
I. Evaluating learning

J. Additional activities for

application or remediation
XI. REMARKS
XII. REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. 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. No. of learners who continue

to require remediation
E. Which of my teaching
strategies worked well? Why did
these work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovation or localized
materials did I use/discover which
I wish to share with other
teachers?
Prepared by: Checked by:
CHENEE B. PONTILLO ROSALITA A. BASTASA
Subject Teacher Master Teacher -I