Republic of the Philippines
National Capital Region
2nd
Quarter: FIRST
Boyle:
SCHEDULE:
6:00-6:50
I. OBJECTIVES
A. Content Standard
B. Performance Standards
C. Learning Competency
D. Specific Objectives
II. CONTENT
A. Topic:
B. Sub-topic:
C. Materials Needed:
III. LEARNING RESOURCES
A. References:
Teacher’s Guide pages
Learner’s Module pages
Textbook pages
B. Other Learning Resources:
Primary Media
Operating System
Copyright URL
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the
new lesson (ELICIT)
Schools Division Office, Quezon City
SAUYO HIGH SCHOOL
Laguna St. NIA Village Sauyo, Novaliches Quezon City
Learning Area: MATTER Date: JULY 2 and 3, 2019
Copernicus Galileo Fischer Avogadro
6:50-7:40 8:30-9:20 9:45-10-35 10:35-11:20
The learners demonstrate an understanding of some important properties of
solutions.
The learners should be able to prepare concentrations of mixtures according
to uses and availability of materials.
.
The learners should be able to investigate the properties of
UNSATURATED, SATURATED AND SUPERSATURATED solutions.
S7MT-Ic2.4
S7MT-Ic2.5
Given the necessary materials, students should be able to;
1. determine how much solid solute completely dissolves in a given volume
water. (DAY 1)
2. describe the appearance of a saturated solution. (DAY 2)
3. recognize the importance of solutions in our society. (DAY 2)
SATURATED, UNSATURATED AND SUPERSATURATED
SOLUTIONS
Activity No. 7
WHAT IS THE EVIDENCE THAT A SOLUTION IS SATURATED?
(Science Learners module pp. 7-9)
*test sugar, water, measuring cup, thermometer, stirrers, bottle
9-10
7-9
Review The SCIENTIFIC METHODS and its STEPS using Chris Biffle
Whole Brain Teaching Approach
1. Class-Yes
2. Hands and Eyes
3. Mirror Me
Solutions are HOMOGENEOUS mixtures of two or more Substances.
The 2 components of solutions are SOLUTES and SOLVENTS.
4. Teach
B. Establishing a purpose
for the lesson (ELICIT)

C. Presenting *Give an orientation about the activity

Examples/instances of the WHAT IS THE EVIDENCE THAT A SOLUTION IS SATURATED?
new lesson States the objectives and procedures.
(ENGAGE)

D. Discussing new concepts Activity No. 7

and practicing new skills WHAT IS THE EVIDENCE THAT A SOLUTION IS SATURATED?
(EXPLORE) (Science Learners module pp. 7-9)

Procedures:
1. Put 20 mL of water in a small clear transparent bottle. Add ½ teaspoon sugar and stir.
2. To the sugar solution in step 1, add ½ teaspoon sugar, a small portion at a time and stir the solutions to
dissolve the sugar. At this point, you have added 1 teaspoon sugar.
3. Add ½ teaspoon of sugar to the sugar solution in step 2 and stir the solution. at this point, you have added
one and ½ teaspoons of sugar.
4. Continue adding ½ teaspoon sugar to the same cup until the added sugar no longer dissolves.

E. Developing Mastery
(EXPLAIN)
F. Finding practical
applications of concepts and
skills in daily living
(EXTEND)
G. Making generalizations
and abstraction about the
lesson
(ELABORATE)
-END of DAY 1-
DAY 2 (July 3, 2019)
*Facilitate the OUTPUT of each group. Let their group representative
explain and discuss their work in order to determine their capability and
understanding about the concepts.
GUIDE QUESTIONS
Q1. What is the appearance of the solution? Write your OBSERVATIONS.
Q2. How many teaspoons of sugar have you added until the sugar no
longer dissolves? __________teaspoons.
Q3. So, how many teaspoons of sugar dissolved completely in 20 mL of
water? ________ Teaspoons.
Say:
From your everyday experience, you always observe that there is a
limit to the amount of sugar you can dissolve in a given amount of
water.
*Provide “LECTURETTE” through a power point presentation. Make
sure students will develop an understanding that:
In an activity no. 7, you have observed that there is a maximum
amount of solute that can dissolve in a given amount of solvent at a
certain temperature. This is what is called the SOLUBILITY of the
solute.
The solution that contains the maximum amount of solute
dissolved by a given amount of solvent is called a SATURATED
solution. If you add more solute to the solvent, it will no longer
dissolve. The solution has reached the SATURATION POINT. The
presence of an excess solid which can no longer dissolve is evidence
that the solution is saturated.
 A solution is UNSATURATED when it contains less solute
than the maximum amount it can dissolve at a given temperature. In
Activity 3 Part A, it is difficult to conclude that the containers with all
solid dissolved are unsaturated simply by observing them. Some of
these may already hold the maximum amount of solute, which cannot
be observed by unaided eye, if they do then these are classified as
saturated solutions.
A more measurable way to find out the solubility of a solute
is to determine the maximum amount that can be dissolved in 100 g
of solvent at a specific temperature. There are available data from
chemistry books that give the solubility of common solutes at
particular temperatures.
Direction: Identify which type of solution was created in each step.
Write SATURATED, SUPERSATURATED or UNSATURATED on the
H. Evaluating Learning blank.
(EVALUATE) _______________1. Add one packet of sugar. All of the sugar
crystals dissolved with none settled on the bottom.
_______________2. Add second packet of sugar. Not all of the sugar
crystals dissolved and a few settled on the bottom.
_______________3. Add third packet of sugar. None of the sugar
crystals dissolved and all settled on the bottom.

I. Agreement Bring the following materials

(EXTEND) Water, food color, medicine droppers, transparent bottles, stirrer

V. REMARKS July 1, 2019 (NO CLASSES due to HEAVY RAINS!!!)

VI. REFLECTION
A. No. of learners who earned
75% in the evaluation
B. No. of learners who require
additional activities for
remediation who scored below
75%
C. Did the remedial lesson
work?
D. No. of learner 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:

JEFFERSON M. ISORENA
Grade 7 Science Teacher

Checked by: Submitted to:

ANAFLOR S. GUIANG ANNABELLE S. CRUZ

MT1: Science Department HTIII-Science Department

Noted by:

JOSEPH PALISOC
Principal IV
 Republic of the Philippines
National Capital Region
Schools Division Office, Quezon City
SAUYO HIGH SCHOOL
2nd Laguna St. NIA Village Sauyo, Novaliches Quezon City

Quarter: FIRST Learning Area: MATTER Date: JULY 4, 2019

Boyle: Copernicus Galileo Fischer Avogadro
SCHEDULE:
6:00-6:50 6:50-7:40 8:30-9:20 9:45-10-35 10:35-11:20

I. OBJECTIVES

A. Content Standard The learners demonstrate an understanding of some important properties of

solutions.

The learners should be able to prepare concentrations of mixtures according

B. Performance Standards
to uses and availability of materials.
.

The learners should be able to EXPRESS CONCENTRATIONS OF

C. Learning Competency SOLUTIONS QUANTITATIVELY.
S7MT-Id-3

Given the necessary materials, students should be able to;

1. explain the methods of expressing the concentrations of solutions
D. Specific Objectives 2. enumerate and describes the types of solutions according to the proportion
of the solute and solvent (DILLUTED and CONCENTRATED)
3. participate actively in classroom discussions and activities.
II. CONTENT

A. Topic: CONCENTRATION OF SOLUTIONS

Diluted and Concentrated Solutes and Solvents

B. Sub-topic:

C. Materials Needed: Food color, medicine droppers, water, transparent bottle, stirrer

III. LEARNING RESOURCES

A. References:
Teacher’s Guide pages 10-11
Learner’s Module pages 10
Textbook pages
B. Other Learning Resources:
Primary Media
Operating System

Copyright URL
IV. PROCEDURES
Direction: Identify which type of solution was created in each step.
Write SATURATED, SUPERSATURATED or UNSATURATED on the
blank.
_______________1. Add one packet of sugar. All of the sugar crystals
A. Reviewing previous
dissolved with none settled on the bottom.
lesson or presenting the
new lesson (ELICIT)
_______________2. Add second packet of sugar. Not all of the sugar
crystals dissolved and a few settled on the bottom.
_______________3. Add third packet of sugar. None of the sugar
crystals dissolved and all settled on the bottom.
 Teacher Demonstration: Concentration of Solutions
Procedure (PART 1)
1.Label the clear, transparent bottles with numbers 1 to 4.
B. Establishing a purpose 2. Place one drop of food color in bottle #1.
for the lesson (ELICIT) 3. Add 50 mL water to the food color in bottle #1 and stir the solution.
4. Place 10 drops of food color in bottle #2.
5. Add 50 mL water to the food color in bottles #2 and stir the solution.

C. Presenting
Examples/instances of the *Give an orientation about the activity
new lesson States the objectives and procedures.
(ENGAGE)

Student Demonstration: Concentration of Solutions

Procedure (PART 2)
D. Discussing new concepts 1. Place one drop of food color in bottle #3.
and practicing new skills 2. Add 20 mL water in bottles #3 and stir the solution.
(EXPLORE) 3. Place one drop of food color in bottle #4.
4. Add 100 mL water to the food color in bottle #4 and stir the solution.

1. Show the class bottles #1 and #2 and ask them to differentiate the
two bottles.
2. Show the class bottles 3# and #4 and ask them to differentiate the
E. Developing Mastery two bottles.
(EXPLAIN) After the demonstration, students should be aware that concentrated
solutions can be prepared either by adding more solute and keeping the
amount of solvent the same or keeping the amount of solute the same and
reducing the amount of solvent.

Say:
In the laboratory, liquid reagents like acids are usually available as
F. Finding practical concentrated solutions. Using dilution, preparations of less
applications of concepts concentrated solutions of any desired concentration can be made
and skills in daily living possible.
(EXTEND) CAN YOU GIVE A TYPICAL EXAMPLE OF DILLUTION COMMON IN
YOUR DAILY ACTIVITIES?

Provide “LECTURETTE”. Make sure students will develop an

understanding that:
G. Making generalizations
1. The concentration describes the relative amounts of solute and
and abstraction about the
lesson
solvent in a given volume of solution.
(ELABORATE) 2. When there is a large amount of dissolved solute for a certain
volume of solvent, the solutions is CONCENTRATED. A DILLUTE
solution has a small amount of dissolves solute in a comparison to
the amount of solvent.

H. Evaluating Learning
(EVALUATE)

I. Agreement Bring the following materials

(EXTEND) Calculator, 1 whole sheet of paper

V. REMARKS
 Republic of the Philippines
National Capital Region
Schools Division Office, Quezon City
SAUYO HIGH SCHOOL
2nd Laguna St. NIA Village Sauyo, Novaliches Quezon City

Quarter: FIRST Learning Area: MATTER Date: JULY 5, 2019

Boyle: Copernicus Galileo Fischer Avogadro
SCHEDULE:
6:00-6:50 6:50-7:40 8:30-9:20 9:45-10-35 10:35-11:20

I. OBJECTIVES

A. Content Standard The learners demonstrate an understanding of some important properties of

solutions.

The learners should be able to prepare concentrations of mixtures according

B. Performance Standards
to uses and availability of materials.
.

The learners should be able to EXPRESS CONCENTRATIONS OF

C. Learning Competency SOLUTIONS QUANTITATIVELY.
1. Calculate the percentage by weight of the given solutions. S7MT-Id-3.2

Given the necessary materials, students should be able to;

1. explain the methods of expressing the concentrations of solutions
D. Specific Objectives quantitatively.
2. solve problems using equation for the percentage by mass of solution.
3. develop perseverance and patience in solving mathematical problems.
II. CONTENT

A. Topic: CONCENTRATION OF SOLUTIONS

Percentage by MASS
B. Sub-topic:

C. Materials Needed: Visual aids, calculator, paper, learners module

III. LEARNING RESOURCES

A. References:
Teacher’s Guide pages 10-11
Learner’s Module pages 10-11
Textbook pages Science in Today’s World (PHOENIX) pp. 64-65
B. Other Learning Resources:
Primary Media
Operating System

Copyright URL
IV. PROCEDURES

A. Reviewing previous
lesson or presenting the
new lesson (ELICIT)
TRUE or FALSE:
________1. Concentration is a process of preparing from a more
concentrated solution to a less concentrated one by adding some amount of
solvent.
________2. Solutions maybe quantitatively described as dilute or
concentrated.
________3. Using dilution, preparations of less concentrated solutions of any
desired concentration can be made possible.
 SAY:
Labels of products sold often show the concentrations of solutes expressed
as percent (%) by volume or mass. The concentrations of solid solutions like
gold jewelry is expressed as KARAT. Pure gold is rferred to as 24 karats.
Jewelry that is said to be 18 karats contain 18 grams of gold for every 24
B. Establishing a purpose grams of material, 6 grams consist of the other metal like copper or silver.
for the lesson (ELICIT) This material has a concentration of 75% gold that is 18/24 (100). A 14 karat
gold contains 14 grams gold and 10 grams of another material making it
58.3% gold
The following sample problems show you that there is a way to KNOW the
EXACT RATIO of solute and solvent, which specifies the concentration of a
solution.

Enumerate the FORMULA in expressing the concentrations of PERCENT

C. Presenting by Mass/MASS
Examples/instances of the
new lesson %mass of solute= mass of solute X 100%
(ENGAGE) Mass of solution

SAMPLE PROBLEM #1
What is the percent by mass of sugar solution prepared by dissolving 12
grams of sucrose (Table sugar) in 72 grams of solution?

GIVEN:

mass of solute=12 g sucrose mass of solution= 12 grams

D. Discussing new concepts
and practicing new skills
FORMULA:
(EXPLORE)
%mass of solute= mass of solute X 100%
Mass of solution

SOLUTION:
12grams X 100% =17%
72grams

SAMPLE PROBLEM #2
A one peso coin has a mass of 5.5 grams. How many grams of copper are
in one peso coin containing 75% copper by mass?
E. Developing Mastery
(EXPLAIN) GIVEN:

75% by mass means 75 grams of copper in 100 grams of one peso.

SO, a 5.5 grams one peso coin contains,

SOLUTION:
75 grams copper X 5.4 g coin =4.0 grams of copper
100 grams coin

F. Finding practical
applications of concepts
and skills in daily living
(EXTEND)

Provide “LECTURETTE”. Make sure students will develop an

understanding that:
Percent by mass is the mass of some part of the solution(SOLUBLE)
G. Making generalizations divided by the total mass of the solution (SOLUTE plus SOLVENT),
and abstraction about the then multiplying by 100% thus,
lesson
(ELABORATE) %mass of solute= mass of solute X 100%
Mass of solution
 QUIZ:
Solve the ff. problems in percentage by mass. Show your complete
H. Evaluating Learning solutions.
(EVALUATE) 1. A solution is prepared by dissolving 15grams of table salt in 70
grams of water. Find the percent of mass of solute.
2. What is the percent by mass concentration of sugar in a solution
made by dissolving 15 grams of sugar in 85 grams of water?

Solve the ff. problems in percentage by mass. Show your complete

solutions.
1. Glucose is sugar that is found abundantly in nature. What is the %
I. Agreement
by mass of a solution by dissolving 156 grams of glucose in 740 grams
(EXTEND)
of water?
2. What is the mass % of solute when 6. 75 grams dissolve in 100
grams of water

V. REMARKS

VI. REFLECTION
A. No. of learners who earned
75% in the evaluation
B. No. of learners who require
additional activities for
remediation who scored below
75%
C. Did the remedial lesson
work?
D. No. of learner 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

JEFFERSON M. ISORENA
Grade 7 Science Teacher

Checked by: Submitted to:

ANAFLOR S. GUIANG ANNABELLE S. CRUZ

MT1: Science Department HTIII-Science Department

Noted by:

JOSEPH PALISOC
Principal IV
 Republic of the Philippines
National Capital Region
Schools Division Office, Quezon City
SAUYO HIGH SCHOOL
2nd Laguna St. NIA Village Sauyo, Novaliches Quezon City

Quarter: FIRST Learning Area: MATTER Date: JULY 8, 2019

Boyle: Copernicus Galileo Fischer Avogadro
SCHEDULE:
6:00-6:50 6:50-7:40 8:30-9:20 9:45-10-35 10:35-11:20

I. OBJECTIVES

A. Content Standard The learners demonstrate an understanding of some important properties of

solutions.

The learners should be able to prepare concentrations of mixtures according

B. Performance Standards
to uses and availability of materials.
.

The learners should be able to EXPRESS CONCENTRATIONS OF

C. Learning Competency SOLUTIONS QUANTITATIVELY.
1. Calculate the percentage by volume of the given solutions. S7MT-Id-3.3

Given the necessary materials, students should be able to;

1. explain the methods of expressing the concentrations of solutions
D. Specific Objectives quantitatively.
2. solve problems using equation for the percentage by volume of solution.
3. develop perseverance and patience in solving mathematical problems.

II. CONTENT

A. Topic: CONCENTRATION OF SOLUTIONS

B. Sub-topic:
Percentage by VOLUME

C. Materials Needed: Visual aids, calculator, paper, learners module

III. LEARNING RESOURCES

A. References:
Teacher’s Guide pages 10-11
Learner’s Module pages 10-11
Textbook pages Science in Today’s World (PHOENIX) pp. 64-65
B. Other Learning Resources:
Primary Media
Operating System

Copyright URL
IV. PROCEDURES

Checking of their ASSIGNMENTS.

A. Reviewing previous
lesson or presenting the
new lesson (ELICIT)
1. Glucose is sugar that is found abundantly in nature. What is the %
by mass of a solution by dissolving 156 grams of glucose in 740 grams
of water?
2. What is the mass % of solute when 6.75 grams dissolve in 100
grams of water
 SAY:
Labels of products sold often show the concentrations of solutes
expressed as percent (%) by volume or mass. VINEGAR is often labeled as
5% ACIDITY which means that it contains 5 grams of acetic acid in 100
B. Establishing a purpose grams ogf vinegar. The common antiseptic AGUA OXINADA is a 3%
for the lesson (ELICIT) solution, that is, 3 grams hydrogen peroxide in 100 mL water.
The following sample problems show you that there is a way to KNOW the
EXACT RATIO of solute and solvent, which specifies the concentration of a
solution.

Enumerate the FORMULA in expressing the concentrations of PERCENT

C. Presenting by VOLUME/VOLUME
Examples/instances of the
new lesson %mass of solute= volume of solute X 100%
(ENGAGE) volume of solution

SAMPLE PROBLEM #1
Isopropyl alcohol is prepared by mixing 28 mL 72 mL isopropyl alcohol in 28
mL of water. Compute for the volume % of isopropyl alcohol?

GIVEN:

volume of solute=28 mL sucrose volume of solvent = 72 mL water

FORMULA:
D. Discussing new concepts
%mass of solute= volume of solute X 100%
and practicing new skills
volume of solution
(EXPLORE)
SOLUTION:
Required volume of solution?
Volume of solute plus volume of solvent
28 mL + 72 mL = 100 mL Solution

%mass of solute= volume of solute X 100%

volume of solution

72 mL X 100% = 72%
100 mL

E. Developing Mastery SAMPLE PROBLEM #2

(EXPLAIN) Determine the Volume % by mixing 56 mL Chloroform and 80 mL benzene

F. Finding practical What will be the primary consideration in solving for concentration of
applications of concepts solutions?
and skills in daily living
(EXTEND)

Provide “LECTURETTE”. Make sure students will develop an

understanding that:
Percent by volume is the volume of some part of the solution
G. Making generalizations (SOLUBLE) divided by the total volume of the solution (SOLUTE plus
and abstraction about the SOLVENT), then multiplying by 100% thus,
lesson
(ELABORATE) %mass of solute= volume of solute X 100%
Volume of solution

QUIZ:
Solve the ff. problems in percentage by mass. Show your complete
H. Evaluating Learning solutions.
(EVALUATE) 1. What is the volume of solution containing 20 mL of alcohol and 140
ml of water?
 2. An antifreeze is a substance added to a liquid to lower its freezing
point. If 4L of antifreeze is added to enough water to make 12 L of
solution, what is the percentage by volume of the solution?

Solve the ff. problems in percentage by mass. Show your complete

solutions.
1. A solution is made by dissolving 35 mL of ethyl alcohol in 75 mL of
I. Agreement
water. Find the volume percent of solute in a solution?
(EXTEND)
2. What is the volume percent when you combine 78 mL of isopropyl
alcohol and 240 mL of water?

V. REMARKS

VI. REFLECTION
A. No. of learners who earned
75% in the evaluation
B. No. of learners who require
additional activities for
remediation who scored below
75%
C. Did the remedial lesson
work?
D. No. of learner 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

JEFFERSON M. ISORENA
Grade 7 Science Teacher

Checked by: Submitted to:

ANAFLOR S. GUIANG ANNABELLE S. CRUZ

MT1: Science Department HTIII-Science Department

Noted by:

JOSEPH PALISOC
Principal IV