School Grade Level 9

DAILY LESSON LOG Teacher Learning Area SCIENCE

Teaching Dates and Quarter SECOND QUARTER
Time

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standard The learners demonstrate understanding of the development of atomic models that led to the description of the behavior of electrons within
the atoms.
B. Performance Standard  Describe how Bohr’s model of the atom improved Rutherford’s atomic model
 Explain how Quantum Mechanical Model of the atom describes the energies and positions of the electrons.
C. Learning S9MT-IIa-13
Competency/Objectives  Determine the  Describe how it is  Write the
characteristic colors likely to find the electron
that metal salts emit electron in an configuration of
 Relate colors emitted atom by the elements in
by salts to the probability the third period
structure of the atom  Determine
the pattern of
filling the orbitals
based on the
given distribution
for the first 10
elements
 Devise
rules in filling up
the orbitals
II. CONTENT FLAME TEST PREDICTING THE ELECTRON
PROBABLE LOCATION CONFIGURATION
OF AN ELECTRON
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pp. 83-85 pp. 85-88 pp. 88-89
2. Learner’s Materials pages pp. 100-104 pp. 104-108 pp. 108-109
3. Textbook pages
4. Additional Materials from Project Ease, Chemistry Project Ease, Chemistry Project Ease, Chemistry
Learning Resource
 5. (LR)portal
B. Other Learning Resource
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new lesson
B. Establishing a purpose for
the lesson
C. Presenting
examples/Instances of the
new lesson
D. Discussing new concepts
and practicing new skills # 1
E. Discussing new concepts
and practicing new skills # 2
F. Developing mastery
G. Finding practical application
of concepts and skills in
daily living
H. Making generalizations and
abstractions about the
lesson
Module 10 What’s inside Module 10 What’s inside Module 11 Electron
the Atom? the Atom? Configuration
https://www.youtube.com/ https://www.youtube.com https://www.youtube.com/
watch?v=bmZ2bpJKXUI /watch?v=cKzh5yeQGjA watch?v=lqWL0WMtlYk
Discuss earlier concepts Draw an atom as Draw an atom as
of the atomic structure. describe by Niels Bohr. describe in Quantum
Mechanical Model
Let the students watch a Explain the fault in Compare clues in a
video about fireworks Bohr’s Model of the Atom treasure map with
competition. electron configuration.
Explain the reason of the Do Activity 2. Write the electron
different colors from configuration of a
fireworks. hypothetical element x
with atomic no. 30
Give important reminders Discuss Guide Do Activity 3
when dealing with questions.
chemicals.
Do Activity 1. “The Flame Prove that electrons Discuss Guide questions.
Test”. found in definite orbits
around the nucleus is not
accurate.
Introduce the Quantum
Mechanical Model of the
Atom.
Discuss Guide questions. Discuss the quantum no. Discuss Aufbau principle,
Explain what happens to As shown in table 2 Hund’s rule and Pauli’s
an excited electron. p.107 Exclusion principle.
Explain that the color
emitted by an element can
be used to identify the
name of the element.
Relate the color observed Infer that properties of
from an element and the elements depends on the
structure of atom. arrangement of electrons
outside the nucleus.
 I. Evaluating learning How can the energy of the How quantum Write electron
electron be compared to a mechanical model of the configuration of elements
ladder? atom be compared to a in the 4th period.
cloud?

J. Additional activities for Watch videos about Watch videos about

application or remediation quantum mechanical electron configuration.
model.
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?
 School Grade Level 9
DAILY LESSON LOG Teacher Learning Area SCIENCE
Teaching Dates and Quarter SECOND QUARTER
Time

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

VII. OBJECTIVES
A. Content Standard The learners demonstrate understanding of
 How atoms combine with other atoms by transferring or by sharing electrons
 Forces that holds metals together
B. Performance Standard The learners should be able to
 Explain the formation of ionic and covalent bonds
 Recognize different types of compounds (ionic or covalent) based on their properties such as melting point, hardness, polarity and
electrical and thermal conductivity
 Explain how ions are formed
C. Learning S9MT-IIb-14 S9MT-IIc-d-15 S9MT-IIe-f-16
Competency/Objectives  Identify the  Write the Lewis  Illustrate  Explain  Make a
number of Symbol of the how an ionic bond how covalent model of a metallic
valence electrons common metals formed bonding takes bond
of atoms and non-metals  Show how place  Relate the
 Compare the  Show the ions are formed  Illustrate properties of metals
electronegativity relationship the sharing of to the kind of bond
and ionization among the electrons they are made of
energy values of number of valence
metals and non- electrons,
metals electronegativity,
and ionization
energy
VIII. CONTENT MAPPING THE LEWIS SYMBOL IONIC BOND COVALENT BOND METALLIC BOND
PERIODIC TABLE
IX. LEARNING RESOURCES
C. References
6. Teacher’s Guide pages pp. 90-92 pp. 92 pp. 93 pp. 93-96 pp. 96-97
7. Learner’s Materials pages pp. 113-115 pp. 115-117 pp. 118-119 pp. 118-119 pp. 121-123
8. Textbook pages
9. Additional Materials from Project Ease, Chemistry Project Ease, Chemistry Project Ease, Chemistry Project Ease, Chemistry Project Ease, Chemistry
Learning Resource Module 14 Chemical Module 14 Chemical Module 14 Chemical Module 14 Chemical Module 14 Chemical
10. (LR)portal Bonds Bonds Bonds Bonds Bonds
D. Other Learning Resource https://www.youtube.com https://www.youtube.com/ https://www.youtube.com https://www.youtube.com/
/watch?v=Sk7W2VgbhO watch?v=DEdRcfyYnSQ /watch?v=LkAykOv1foc watch?v=eVv3TpaQ2-A
g
X. PROCEDURES
K. Reviewing previous lesson
or presenting the new lesson
L. Establishing a purpose for
the lesson
M. Presenting
examples/Instances of the
new lesson
N. Discussing new concepts
and practicing new skills # 1
O. Discussing new concepts
and practicing new skills # 2
P. Developing mastery
Q. Finding practical application
of concepts and skills in
daily living
R. Making generalizations and
abstractions about the
lesson
Review the Bohr model of What are valence Which type of element How ionic bond takes What type of bond will be
the atom and point out electrons? tends to loose electron/s? place? formed from a metal and
where the valence Gain electron/s? non-metal?
electrons are. What type of bond will be
formed from two non-
metals?
Show a periodic table.Ask Operationally define Ask students, if you have Watch video about What type of bond will be
the students, how are the electronegativity and two sandwiches and you covalent bond formed by two metals?
elements arranged in the ionization energy. see your classmate don’t
periodic table?. Discuss Lewis structure. have anything to eat,
what would you do?
Ask the students,Why Show how to write the Get the difference of the Get the electronegativity Explain how metallic bond
atoms bond with other Lewis Structure of an electronegativities of difference between happens.
atoms? element. sodium and chlorine Carbon and Oxygen.
and show the transfer of
electrons .
Do Activity 1 Do Activity 2 Do Activity 3 Show how to construct Do Activity 5
the Lewis structure of Fill in tables 3 and 4
CO2 .
Discuss Guide questions. Discuss Guide Discuss Guide questions. Do Activity 4 Discuss Guide questions.
questions.
Where are the metals and Discuss the Octet Rule. What should be the When do covalent bond What are some properties
non-metals in the periodic difference in the takes place? of metals?
table? electronegativity of two What are some common
elements for it to become uses of metals?
ionic?
Show a picture of sodium- Elements wants to Relate the saying, Its Ask students, if you have Why do we use gold in
a very reactive metal, and become stable by having better to give than to a book and your making jewelry?
chlorine -a very poisonous 8 valence electrons. receive to the topic. seatmate don’t have, Why do we use iron in
gas. Point out that when Ask students, do you what would you do? making grills?
these elements bond, salt have your own goal?
will be formed.
What type of elements How do electronegativity What element forms Metals are malleable,
has low ionization energy? and ionization energy cation? Anion? Differentiate polar from lustrous, ductile, and are
High electronegativity? plays an important role in non-polar covalent bond good conductor of heat
chemical bonding? and electricity.
 What happens after a
cation and anion are
produced?
S. Evaluating learning Short quiz Short quiz Short quiz Make a HUGOT line Fill in table 5
about covalent bond.
T. Additional activities for Watch video about Lewis Watch video about ionic Watch video about metallic
application or remediation structure bonding bond
XI. REMARKS
XII. REFLECTION
H. No. of learners who earned
80% in the evaluation
I. No. of learners who require
additional activities for
remediation who scored
below 80%
J. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
K. No. of learners who continue
to require remediation
L. Which of my teaching
strategies worked well? Why
did these work?
M. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
N. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?
 GRADE 1 to 12 School Grade Level 9
DAILY LESSON LOG Teacher Learning Area SCIENCE
Teaching Dates and Quarter SECOND QUARTER
Time

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning
Competency/Objectives
The learners demonstrate understanding of
 How atoms combine with other atoms by transferring or by sharing electrons
 Forces that holds metals together
The learners should be able to
 Explain the formation of ionic and covalent bonds
 Recognize different types of compounds(ionic or covalent) based on their properties such as melting point, hardness, polarity and
electrical and thermal conductivity
 Explain how ions are formed
S9MT-IIe-f-16
 Recognize ionic
and covalent
compound based
on their physical
properties

II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pp. 98-102
2. Learner’s Materials pages pp. 123-124
3. Textbook pages
4. Additional Materials from Project Ease, Chemistry
Learning Resource Module 14 Chemical
5. (LR)portal Bonds
B. Other Learning Resource https://www.youtube.com/
watch?v=SMBA7E6ZZjg
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/Instances
of the new lesson
D. Discussing new concepts and
practicing new skills # 1
E. Discussing new concepts and
practicing new skills # 2
F. Developing mastery
G. Finding practical application of
concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for
application or remediation
XIII. REMARKS
XIV. REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
Differentiate ionic from
covalent bond based on
how they form.
Is there a way to
distinguish ionic from
covalent compounds
aside from how they were
formed?
Show how construct the
improvised conductivity
apparatus .
Do Activity 6
Discuss findings through
group reporting.
Watch video about the
difference of ionic and
covalent compounds
Explain why it is
dangerous to walk in
floodwater after a
typhoon.
How can we distinguish
ionic compounds from
covalent compounds base
on physical properties?
Summative Test
 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?
 GRADE 1 to 12 School Grade Level 9

DAILY LESSON LOG Teacher Learning SCIENCE 9

Area

Teaching Dates and Quarter SECOND

Time

MONDAY TUESDAY WEDNESDAY THURDAY FRIDAY

I. OBJECTIVES

A. Content Standard The learners demonstrate an understanding of forces that hold metals together

B. Performance Standard The learners shall be able to analyze the percentage composition of different brands of two food products and decide on the products’ appropriate
percentage composition create.

C. Learning Competency S9MT-IIc-d15 S9MT-IIe-f16

/Objectives
Write the LC code for each. 1. Explain properties of 1. Explain how ions are
metals in terms of formed.
their structure.
II. CONTENT

Metallic Bond and the

Formation of Ions
Properties of Metals

III. LEARNING
RESOURCES
A. References

1. Teacher’s Guide pp. 96- 97 p.93

pages
2. Learner’s Materials pp. 121- 122 pp. 116- 119
pages
3. Textbook pages
 4. Additional Materials
from Learning
Resource (LR)portal
B. Other Learning Resource

IV. PROCEDURES

A. Reviewing previous lesson Let the students classify
or presenting the new some compounds as either
lesson ionic compound or covalent
compound.
Let them recall the definition
of ionic and covalent bond
based on their answer. Ask
the students to differentiate
these two types of bond.
Demonstrate to the students
an activity that shows the
formation of ions in a
solution (ex. Table salt in
water can make the water a
good conductor of
electricity). Ask the students
how is this change of
electrical conductivity
becomes possible.

Gather some answers to the

students.

Let the students recall first

how table salt forms.

Students will recall that table

salt ( NaCl) is a product of
ionic bonding or the transfer
of electron from a metal to a
nonmetal which causes an
electrically neutral atom of
metal to become positively
charge and an electrically
neutral atom of nonmetal to
be negatively charge.

B. Establishing a purpose for Post a question on the board Introduce to the students the
the lesson that says “If metals can bond process of ionization or the

C. Presenting
examples/Instances of the
new lesson
D. Discussing new concepts
and practicing new skills #
1 The students will identify the
with nonmetals and
nonmetals can bond to
nonmetals, is it possible for
metals to bond with metals?”
Solicit answers from the
students and ask them how it
will happen.
(Answers must be noted to
be used as the lesson
progresses).
Another question to be
posted is this “ Is the bond
that exists among metals can
be the reason for its
properties?”
Show the students some
pictures of metals which
display some of its
characteristics. Ask them to
explain what characteristic of
metal is shown on the
pictures.
( Make a list of these
characteristics on the board)
Divide the class into small
groups and ask them to
formation of electrically
charged atoms or molecules.
Tell to the students that ions
can be grouped as positively
charged ions or cation and
negatively charged ions or
anion. Mention also that ions
can be an atom or it can be
a molecule.
Explain to the students that
properties of a solution
depends on the type of ions
that are found on it.
Post a list of ions on the
board as examples.
(The list must show the
groupings of ions as cation
and anion, as well as atoms
and molecules).
Present to them pictures of
some food products or drinks
that are sources of ions
needed by our body.
Ask the students to form 6
small groups for the activity.

E. Discussing new concepts
and practicing new skills #
2 the class.
perform Activity # 5 Bonding
Among Metals.
The students will report their
findings on the said activity in
( Note for any misconception
that may arise during this
procedure)
After the students have able
to report their work, it is time
to explain to them the
answers for the said activity.
Any misunderstanding that
the teacher noted must be
explained thoroughly to the
students until they grasp the
correct idea.
ions from the food products
and drinks that will be
assigned to them by their
teacher. They also need to
group these ions as cation or
anion and as an atom or as
a molecule.
Students must share the
result of their investigation in
the class.
Tell to the students that
aside from the presence of
ions in foods and drinks that
we eat, there are other
important uses of ions.
Each group will investigate
some uses of ions. Some of
the possible topics to be
assigned to the students are
the following: fluorescent
light, neon lights, battery,
ionosphere, sickle cell
anemia.
The students will research
on how ions are involved on
each topic.
( Assigning of these topics
must be done a day before
the lesson so that the
students can research and

F. Developing mastery Go back with the pictures you
(leads to Formative have presented as examples
Assessment 3) for the characteristics of
metals, ask the students to
explain the pictures based on
the concept of metallic
bonding and the “sea of
electrons”.
G. Finding practical Ask the students to suggest
application of concepts some ways on how they can
and skills in daily living use the lesson in their daily
living.
( Motivate them by giving
additional points for those
who can answer correctly)
H. Making generalizations Call for at least three
and abstractions about the volunteers that may sum up
lesson the lesson.
The teacher can prepare
incomplete statements that
will be completed by the
students to guide them what
to generalize.
bring their materials in class
on the assigned date.)
Students will be sharing their
research in the class and
they are expected to discuss
how they find ions useful.
The class will have an open
forum about food
supplement, vitamins and
energy drinks they used and
how these things help them
in their daily lives.
To generalize the lesson ask
the following to the students:
1. What is ion?
2. Define ionization.
3. What are the two
types of ions?
4. Give examples of
ions as atom and as
a molecule.
5. What are some of the
uses of ions in our
lives?
I. Evaluating learning The students may answer Use an exit paper for the
Table 5. Types of chemical evaluation. Ask the students
bond on page 122 of the LM. to write what they have
learned about ions.

J. Additional activities for

application or remediation
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?
 School Grade Level 10
DAILY LESSON LOG Teacher Learning Area SCIENCE
Teaching Date and Time Quarter FOURTH

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES The learner demonstrate understanding of the type of bonds that carbon forms that result in the diversity of carbon compounds.

A. Content Standard
B. Performance Standard
C. Learning S9MT-IIh-18
Competency/Objectives
Write the LC code for each.  Recognize the  Recognize the general  Recognize the  Recognize the general
 Recognize the general general classes and classes and uses of general classes and classes and uses of
classes and uses of uses of organic organic compound. uses of organic organic compound.
organic compound. compound.  Explain how carbon is compound.  Perform guided
 Differentiate organic  Show oil and gas used or applied in  Perform guided experiments in
compound by inorganic formation. everyday life. experiments in determining the
compound.  Discuss the major determining the properties of common
classes of organic properties of common organic compounds.
compounds. organic compounds
II. CONTENT The variety of carbon compound
(Organic Compounds)
III. LEARNING
RESOURCES
A. References

1. Teacher’s Guide pages pp.105-106 pp.105-106 pp.107-108 pp.107-108

2. Learner’s Materials pp.127,129 pp.131-132,142-143 pp.131-132 pp.132-135 pp.132-135

pages
3. Textbook pages

4. Additional Materials from

Learning Resource
(LR)portal
B. Other Learning Resource http://www.srv34.youtubein https://www.youtube.com http://2012books.lardbuck 1.
mp4.com/download.php?r=c /watch?v=8YHsxXEVB1 et.org/books/principles-of-
6p2q5CgGi2RUk7Dsa6IckD M general-chemistry-
P v1.0/s28-01-functional-
https://www.youtube.com groups-and-classes-.html
https://www.youtube.com/wa /watch?v=q7pTbt_-KPY
t tch?v=0WAV47hsCpY
http://2012books.lardbuck
et.org./books/principles-
of-general chemistry-
v1.0/s28-01-functional-
groups-and-classes-html
IV. PROCEDURES

A. Reviewing previous lesson Recall carbon atoms Review organic How oil and gas formed? What are the important Describe the physical
or presenting the new compounds uses of carbon properties of matter.
lesson compound?

B. Establishing a purpose for Begin the lesson by
the lesson writing “organic”,
inorganic”, and
“compound” on the board.
Ask the students to create a
concept map. Branching off
the sides will be the
students understanding of
the word.
C. Presenting Show pictures of organic
examples/Instances of the and inorganic compound.
new lesson. On the board let the
students classify them
according to its proper
Start the lesson by Introduce the lesson by Ask one representative/ Ask the students if they
giving short motivating asking the students to volunteer from the class finished answering their
activity. explain how carbon is to be blind folded.( Use experiment which was
Ask two volunteers to used or applied in their actual lubricating oil, done yesterday.
go in front and match everyday life? ethyl alcohol, and
the following to its gasoline ) and guess the If not provide at least
10-15 minutes to
appropriate object. object using his sense of
answer the questions
(see attachment # 2) smelling and touching. in the activity.
Ask students if they had
an idea of where is
gasoline come from?
Let the students watch Do activity # 1 Organic Let the student describe
a Compounds: Are They the appearance/
video clips about Oil and Useful ( See Attachment # properties of each
Gas Formation.
5) object.

D. Discussing new concepts
and practicing new skills # 1
E. Discussing new concepts
and practicing new skills # 2
group. (see attachment
#1)
Let them identify each
household products and its
important uses
Show a video clips about
organic and inorganic
compounds..
Based from the video
presented, ask the students
to differentiate organic
compounds from inorganic
compounds.
Lead the students to Presentation of the result Before letting the Let them go to their proper
discover that gasoline is of the activity students do the groupings for the final
only one of the sample experiments, discuss analysis and exchanging
products of the major of ideas.
first the safety
classes of organic
compounds. precautions that the
students should take on
the conduct of the
experiments.
Perform activity #2
Properties of Common
Organic Compounds
Provide a photo copy of Checking and discussion Students were instructed Presentation of the result
the major classes of of the activity results to observe and take of the activity per group.
organic compound. down notes while
conducting an
Assign each group of experiments.
students to
conceptualize the major
classes of compounds,
its functional groups and
its important uses. (see
attachment #3)
Students will answer the
some guide questions.
F. Developing mastery
(leads to Formative
Assessment 3)
G. Finding practical application
of concepts and skills in
daily living
H. Making generalizations and
abstractions about the
lesson
I. Evaluating learning
J. Additional activities for
application or remediation
IV. REMARKS
V. REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
How is carbon compound
differ from inorganic
compounds?
Why is it important to have
fat in your diet?
Why carbon so special
compared to other
elements?
Construct the structure of
hydrocarbons assigned
using marshmallows, raisins
and toothpicks. The
marshmallows will be the
hydrogen atoms, raisins
should be the carbon
atoms, and toothpicks will
be the bond.
What are the important What are the important The students will answer Checking of the result of
uses of organic uses of hydrocarbons? guide questions. (see the activity.
compounds? attachment #6)
Discuss the properties of
common organic
compounds.
Why do some motorists Why do some motorists Why are some label Why are some label
prepared to use prepared to use unleaded products of some products of some
unleaded gasoline than gasoline than any type of household materials has household materials has
remarkable word of
any type of gasoline? gasoline? remarkable word of
“always keep at room
“always keep at room temperature”?
temperature”?
Can you describe major What are carbon What are the common What are the common
classes of organic compounds? properties of organic properties of organic
compounds? compounds? compounds?
Short Quiz See Rubrics See Rubrics See Rubrics
(See Attachment)
Enumerate other
examples of organic
compounds that you
usually used in your
everyday living.
 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?
 School Grade Level 9
DAILY LESSON LOG Teacher Learning Area SCIENCE
Teaching Dates and Quarter SECOND QUARTER
Time

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 Analyse 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’ prior • Measure the mass of a Calculate the mass of Describe the Apply the mole concept in
knowledge about mole given number of one mole of a substance relationships among the completing a given set of
concept and objects. using the periodic table number of moles, mass, data.
percentage • Record the mass with of elements. and number of particles.
composition of the correct number of
compounds. significant figures.
• 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.
II. CONTENT Mole Concept Molar Mass Inter-conversions Among Mass, Moles and
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
Learning Resource
(LR)portal
B. Other Learning Resource
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the • Ask
lesson
https://www.youtube.com/
watch?v=g_BelGwRxG8&spf
reload=5
Ask how scientists count • Based on the previous • Ask how chemists • Describe molar mass. Recall on how to count
very small particles such activity, ask how large count tiny particles • Have students particles of substances
as atoms, ions and quantities of objects can such as atoms and perform the Molar from given masses.
molecules. Mass Relay. (See
molecules. be counted conveniently.
• Ask what Avogadro’s attachment #2 for the
Before answering the • Ask what counting unit number is. mechanics.)
question, let them answer is used by chemists in • Ask if one mole of
the Pre-Assessment in the counting tiny particles different substances
LM on page 145. such as atoms and have the same mass.
molecules and its
equivalent number.
students the • Ask why the unit mole • Ask how many Tell the students to come Tell the students to come to
equivalence of the consists of a very large hydrogen atom and to their corresponding their corresponding group
following counting units: number compared to oxygen atom are there group mates to perform mates to perform this
A Pair of shoes = ___ case, ream, and in one molecule of
this activity. The first activity. The first group to
dozen. water or the atomic
A Dozen of eggs = ___ • Ask if one mole of ratio. (2:1) group to answer correctly answer correctly will be
sulfur has the same • Ask the total no. of will be given an artificial given an artificial golden
A Case of coke = ___ mass as one mole of atoms of hydrogen gold medal (prize is cup (prize is optional).
aluminum. and oxygen in a dozen optional).
A Ream of paper = ___ molecules of water. Show them a picture of a
(24 atoms of H and 12 Show them a picture of a golden cup. Tell students
• Ask them the advantage atoms of O). gold medal thru a slide. that this golden cup
of using these units in • Ask what will be the (See attachment #3) contains 3.01 x1024 atoms.
counting too many number of atoms of H
objects compared to (See attachment #4)
and O in one mole of A pure gold medal has a
counting them one by water molecules. (2
one. mass of 591 g. Questions:
moles or 1.21 x 1024 H
Ask them what other atoms and 1 mole or 1.) How many moles of 1. How many moles of gold
ways to make counting 6.02 x 1023 O atoms)
too many objects easier gold atoms are there in are there? (5 moles)
and faster.

C. Presenting Mang Juan is constructing
examples/Instances of the new his bahay kubo and he
lesson needs to buy a lot of iron
nails.
How are iron nails bought
from a hardware store, by
number or by mass? Why
are they usually sold by
mass? What instrument is
used for getting the mass
of objects like iron nails?
Is it possible to determine
the exact number of iron
nails he bought for his
bahay-kubo using a
weighing scale? How?
D. Discussing new concepts and Perform Activity1:
practicing new skills # 1
“Counting by Getting the
Mass of an Object”
(Demonstrate the proper
use of the platform
balance first.)
E. Discussing new concepts and Answer the guide
practicing new skills # 2 questions.
• How can you calculate the gold medal if its molar 2. What is the mass of the
the mass of 1 mole of mass is 197 g? (3 moles) golden cup? (The molar
water molecules? mass of gold is 197 g, so
2.) How many atoms of the mass is 985g)
• The first who will gold are present? (1.81
answer correctly will x10 24 atoms) Let them show their
be given a prize. solution.
Let them show their
solution.
Present one mole of Present table 3 on page Ask how they convert a Ask how they convert a
sulfur and one mole of 150 of the module. given mass to moles given number of moles into
aluminum. The mass of then to number of mass in grams.
one mole of sulfur is • Ask how the molar particles.
32.01 g while the mass mass of oxygen gas O2,
of one mole of aluminum sugar, and hydrogen
is 27.00 g. Ask why one peroxide is determined.
mole of different • Ask if the same process
substances have is used as what they did
different masses. with the mass of 1 mole
of water.
Ask them how they will
prepare exactly 6.02 x
1023 molecules or 1 mole
of table sugar.
Perform Activity 2: Perform Activity 3: Perform Activity 4: Perform Activity 5:
“Total Count Vs. Mass” “The Mass of One Mole “The Relationship “The Chemist’s Mole”
of a Substance” Among Mole, Mass and
Number of Particles”
Answer the guide Answer the guide Answer the guide Answer the guide
questions. questions. questions. questions.
F. Developing mastery
G. Finding practical application
of concepts and skills in daily
living
• Discussion on the • Discussion on the • Discussion on the • Discussion on the • Discussion on the results
results of the activity. results of the activity. results of the activity. results of the activity. of the activity.
• Ask what counting unit • Present table 3 on • Discuss how to derive • Ask what • Ask what mathematical
is used by chemists in page 150 of the LM. the molar mass of mathematical operation is used to
counting tiny particles • Ask what tool different substances operation is used to convert a given no. of
such as atoms and provides information using the periodic table. convert a given mass atoms into moles.
molecules and its on the mass of one into no. of moles. (division)
equivalent number. mole of an element. (division) • Ask what mathematical
• Emphasize that (Ans. : the periodic • Ask what operation is used to
scientists are able to table of elements) mathematical convert a given moles
count very small operation is used to into mass.
particles by means of a convert no. of moles (multiplication)
platform balance and to particles.
the periodic table. Listed (multiplication)
on the periodic table the
mass of 1 mole of an
element.
• Ask why the equivalent
number is called
Avogadro’s number.
Present and discuss the
sample problem in the
module on page 149.
Ask what can be a Ask if 50 g of gold and  Ask them to arrange Ask how many CO2 Ask what must be the
convenient way of 50 g of silver have the the following molecules are released mass of methane (CH4)
counting large quantities of same number of atoms substances from the into the atmosphere if required to produce 5
and explain their answer. lightest to heaviest. 32g of methane (CH4) moles of CO2 if burning 1
objects. (counting by
Ne, N2, H2, He,CO2 reacts with 128 g of mole of methane produces
getting the mass) oxygen gas and produce 1 mole of carbon dioxide.
(Answer: H2, He, 88g of CO2 along with 72 Ask how many CO2
In what ways in your daily
CH4, Ne, N2, CO2, ) g of water vapor. molecules are released out
life can you apply this
 Ask which can be (Convert 88 g CO2 into of this mass of methane.
procedure?
used to fill up a moles and to no. of (Show the chemical
balloon that can rise particles, the answer is equation, see attachment
up in the air. (H2, He, 1.20x1024 molecules). #5). Ask how they think it
and CH4 because will affect the environment,
their molar mass is and what action must be
lighter than oxygen done.
gas).

H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for
application or remediation
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
Ask if they think scientists
do the same way (in the
activity) when counting the
number of very small
particles such as atoms
and molecules and what
are the instruments used.
(periodic table and
platform balance)
Solve the problems on
page 149 of the LM.
Watch the video “ One
Mole and Avogadro’s
Number” from
https://www.youtube.com/
watch?v=g_BelGwRxG8&spf
reload=5
• Ask them to describe
molar mass.
• Ask if moles of different
substances have the
same mass.
Give a short quiz. (See
attachment #1)
Ask why hydrogen and
methane gas is not used
in party balloons. (They
are both flammable, He is
an inert gas).
Ask how to determine the Ask how to determine Ask how to determine the
mass of one mole an the no. of moles and no. of moles and particles
element and a compound particles from a given from a given mass of
mass of substance. substance and vice versa.
Present table 5 in the LM
on page 152 and give it
as a quiz.
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?
 School Grade Level 9
DAILY LESSON LOG Teacher Learning Area SCIENCE
Teaching Dates and Quarter SECOND QUARTER
Time

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

C. Learning S9MT-Iii-19 S9MT-IIj-20

Competency/Objectives Covert given mass into Prepare a concept map Calculate the • .Apply the concept of • Recall past lessons.
moles and number of on the Mole Concept. percentage composition percentage • Answer test items
particles and vice by mass of compounds composition in correctly and
choosing grocery honestly.
versa. given their chemical
items.
formula. • Realize that the
amount of substances
intake can be
monitored with the use
of percentage
composition.
II. CONTENT Inter-conversions
Among Mass, Moles
and Number of Mole Concept Percentage Composition of a Compound Summative Assessment
Particles

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages pp.126-129 p. 130 pp. 130-132 p. 133
2. Learner’s Materials pages p.154 p. 155 pp. 155-157 p. 159
3. Textbook pages
 4. 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

IV. PROCEDURES
A. Reviewing previous lesson or How do you convert a Recall on how to Recall on how to solve for Recall on how to solve
presenting the new lesson given mass of a determine the no. of molar mass of a for the percentage
substance into number of moles and particles from compound. composition of
moles and number of a given mass of compounds
particles? substance and vice
versa.
B. Establishing a purpose for the As a group, they will Let them watch the video • Ask the total number of Ask: “Have you given the
lesson construct their own “What is a Mole?” from students in the class task by your parents to
concept map on how to https://www.youtube.com and how many are buy groceries in the
males and females. Ask supermarket? Do you
easily convert mass to /watch?v=wqZSxErQ7Ck
the percentage of male take time to look at the
mole and to number of and female in the class. nutritional facts of an
particles and vice versa • Ask on the percentage item before buying it?
using a marker and by mass of hydrogen Why is it important to
cartolina. Let them explain in one mole of water, look at the nutritional
their answer (5 pts.). given that in 18g of facts before buying or
water there is 2 g of consuming a product?”
hydrogen.
C. Presenting Let them explain their Based on the previous • Show the video “How Present a label of
examples/Instances of the new concept map. activities, ask how they to Calculate canned goods such as
lesson will organize their Percentage Mass” corned beef or meat loaf.
knowledge on the from Ask if all of the
concept of mole. https://www.youtube.co ingredients are good to
m/watch?v=ZAxl502Yl one’s health. Ask how
9g one can regulate the
• Present the formula for amount of food to be
determining the taken in order to keep a
percentage healthy lifestyle.
composition by mass of
a compound.

D. Discussing new concepts and Part I
practicing new skills # 1
Perform the “Mole Relay”
(See attachment #6 for the
mechanics.)
• Give more examples
on calculating the
percentage
composition of
compounds.
Perform Activity 6 Perform the problem Perform Activity 7:
solving on page 157 of
“Mole Map” the LM. “It’s Grocery Time!”

Part II

Give the set of problems

from page 154 of the LM
to be answered
individually.
E. Discussing new concepts and Answer the guide
practicing new skills # 2 questions.
F. Developing mastery Discussion on the results Discussion on the results Discussion on the results Discussion on the result
of the activity of the activity 6. of the activity. of the activity.

Have students recite

G. Finding practical application
of concepts and skills in daily
living
their answers to the
guide questions.
Ask why 6.02x1023 Follow up their search The roots of the plants • Calcium is important in
particles called the about the scientists absorb the nutrients from our diet because it
Avogadro’s Number. involved in the the soil. Potassium is the makes our bones
development of mole mineral responsible for a healthier.
Instruct them to search on concept. Have a healthy root system. If Which calcium
the contributions of discussion regarding this you were a farmer, which supplements contain
Amedeo Avogadro in matter. of the following fertilizers the highest
science. Ask them what are you going to use?
percentage of
they think are the good K2SO4, KCl, K2O, or
K2CO3? Calcium? (Ans:
qualities of Avogadro and
CaCO3)
other scientists involved in
the development of the Calcium carbonate:
CaCO3, Calcium

H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
concept of mole that they citrate: Ca3(C6H5O7)2,
want to emulate. Calcium gluconate:
Ca(C6H11O7)2
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.
Ask how to do Ask the importance of Ask how to solve for the Ask why knowledge on
conversions of mass to using the mole concept percentage composition percentage composition
mole and to number of and molar mass of a of a compound. of substances is
particles and vice versa. compound in expressing important.
amount of substance.
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?