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Teacher
Teaching Dates and Time
MONDAY TUESDAY
I. OBJECTIVES
A. Content Standard Use the unit mole that quantitatively measures the number of very small partic
B. Performance Standard Analyse the percentage composition of different brand of two food products an
C. Learning S9MT
Competency/Objectives
• Assess students’ prior • Measure the mass of a
knowledge about mole given number of objects.
concept and • Record the mass with
percentage the correct number of
composition of significant figures.
compounds.
• Measure the mass of an
object.
• Record the mass with
the correct number of
significant figures.
• Relate the mass of the
object to the number of
pieces per item.
3. Textbook pages
Grade Level 9
Learning Area SCIENCE
Quarter SECOND
brand of two food products and decide on products on appropriate percentage composition.
S9MT-Iii-19
Calculate the mass of one Describe the relationships Apply the mole concept in
mole of a substance among the number of completing a given set of
using the periodic table of moles, mass, and number of data.
elements. particles.
IV. PROCEDURES
6.02 x 10
• Ask how chemists • Describe molar mass. Recall on how to count particles
count tiny particles such as • Have students perform the of substances from given
atoms and molecules. Molar Mass Relay. (See masses.
• Ask what Avogadro’s attachment #2 for
number is. the mechanics.)
• Ask if one mole of
different substances
have the same mass.
• Ask how many Tell the students to come to Tell the students to come to their
hydrogen atom and oxygen their corresponding group corresponding group mates to
atom are there in one mates to perform this perform this activity. The first
molecule of water or the activity. The first group to group to answer correctly will be
atomic ratio. (2:1) answer correctly will be given
given an artificial golden cup
• Ask the total no. of an artificial gold medal (prize is optional).
atoms of hydrogen and (prize is optional). Show them
Show them a picture of a golden
oxygen in a dozen molecules a picture of a gold medal cup. Tell students
of water. (24 atoms of H thru a slide. (See attachmentthat this golden cup contains
and 12 #3) 3.01 x1024 atoms. (See
atoms of O). attachment #4)
• Ask what will be the A pure gold medal has a mass Questions:
number of atoms of H and O of 591 g. 1. How many moles of gold are
in one mole of water 1.) How many moles of gold there? (5 moles)
molecules. (2 moles or 1.21 atoms are there in the gold 2. What is the mass of the
x 1024 H atoms and 1 mole medal if its molar golden cup? (The molar mass of
or mass is 197 g? (3 moles) gold is 197 g, so the mass is
23
2.) How many atoms of gold 985g)
are present? (1.81 . Let them show their solution.
24
Present table 3 on page Ask how they convert a Ask how they convert a given
150 of the module. given mass to moles then number of moles into
to number of particles. mass in grams.
• Ask how the molar
mass of oxygen gas
given mass to moles then number of moles into
to number of particles. mass in grams.
10 23 molecules or 1
mole of table sugar.
Perform
PerformActivity
Activity3:4:“The
“The Relationship Among Mole, Mass and Perform
NumberActivity
of Particles”
5 “The
Mass of One Mole of a Chemist’s Mole”
Substance”
Answer the guide Answer the guide questions. Answer the guide questions.
questions.
Ask them to arrange the Ask how many CO2 molecules Ask what must be the mass of
following substances from are released into the methane (CH4) required to
the lightest to heaviest. Ne, atmosphere if 32g of methane produce 5 moles of CO2 if
N2, H2, He,CO2 (Answer: H2, (CH4) reacts with 128 g of burning 1 mole of methane
He, CH4, Ne, N2, CO2, ) oxygen gas and produce 88g produces 1 mole of carbon
Ask which can be used to of CO2 along with 72 g of dioxide. Ask how many CO2
fill up a balloon that can rise water vapor. (Convert 88 g molecules are released out of
up in the air. (H2, He, and CH4 CO2 into moles and to no. of this mass of methane. (Show the
because their molar mass is particles, the answer is chemical equation, see
24
lighter than oxygen gas). attachment
Ask why hydrogen and #5). Ask how they think it will
methane gas is not used in affect the environment, and
party balloons. (They are what action must be done.
both flammable, He is an
inert gas).
1.20x10 molecules).
al operation is used to convert a given moles into mass. (multiplication)
H. Making generalizations and abstractions
Ask if they
aboutthink
the lesson
scientists do the
• Ask
same them
wayto(indescribe
the activity) when counting t
molar mass.
• Ask if moles of different
substances have the
same mass.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80%
in the
evaluation
G. What innovation or localized materials did I use/discover which I wish to share with other teachers?
counter which my principal or supervisor can help me solve?
lized materials did I use/discover which I wish to share with other teachers?
DAILY LESSON LOG School
Teacher
Teaching Dates and
Time
MONDAY TUESDAY
VII. OBJECTIVES
A. Content Standard Use the unit mole that quantitatively measures the number of very small pa
B. Performance Standard Analyse the percentage composition of different brand of two food product
and of two food products and decide on products on appropriate percentage composition.
S9MT-IIj-20
Calculate the • .Apply the concept of .
percentage percentage composition • Recall past lessons.
composition by mass of in choosing • Answer test items
compounds given their grocery items. correctly and honestly.
chemical formula. • Realize that the
amount of substances
intake can be
monitored with the use
of percentage
composition.
X. PROCEDURES
B. Establishing a purpose for the lessonAs a group, they will construct Let them watch the video
their own concept map on “What is a Mole?” from
how to easily convert mass to https://www.youtube.co
mole and to number of m/watch?v=wqZSxErQ
particles and vice versa using 7Ck
a marker and cartolina. Let
them explain their answer (5
pts.).
C. Presenting examples/Instances of Let them explain their Based on the previous
the new lesson concept map. activities, ask how they will
organize their knowledge on
the concept of mole.
https://www.youtube.com
/watch?v=ZAxl502Yl9g
• Ask the total number of Ask: “Have you given the task by your parents to buy groceries in the supermarket? D
students in the class and
how many are males and
females. Ask the percentage
of male and female in the
class.
• Ask on the percentage by
mass of hydrogen in one
mole of water, given that in
18g of water there is 2 g of
hydrogen.
• Show the video “How to Present a label of canned goods such as corned beef or meat loaf. Ask if all of the ing
Calculate Percentage
Mass”
from https://www.youtube.c
om/watch?v=ZAxl502
Yl9g
• Present the formula for
determining the
percentage
ries in the supermarket? Do you take time to look at the nutritional facts of an item before buying it? Why is it important to look
eat loaf. Ask if all of the ingredients are good to one’s health. Ask how one can regulate the amount of food to be taken in order
t? Why is it important to look at the nutritional facts before buying or consuming a product?”
nt of food to be taken in order to keep a healthy lifestyle.
D. Discussing new concepts and practicing
Part
new
I skills # 1 . Perform Activity 6
Perform the “Mole Relay” “Mole Map”
(See attachment #6 for the
mechanics.)
Part II
Give the set of problems from
page 154 of the LM to be
answered individually.
on calculating the
percentage
composition of
compounds.
Perform the problem solving Perform Activity 7: “It’s
on page 157 of the LM. Grocery Time!”
I. Evaluating learning
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%