Republic of the Philippines

DEPARTMENT OF EDUCATION
Region VII, Central Visayas
Division of Bohol

Instructional Planning (iPlan)

(With inclusion of the provisions of D.O. No. 8, s. 2015 and D.O. No. 42, s. 2016)

DETAILED LESSON PLAN (DLP)

DLP No.: Learning Area: Grade Level: Quarter: Duration:
Q1W1D1 General Chemistry 12 1st 60 minutes
1
Code
1. LEARNING Name compounds given their formula and write
STEM_GC11AMIc
COMPETENCY formula given the name of the compound
-e-23
Key Concepts/
Understanding to
be Developed  In writing the chemical formula of covalent compounds given
their names, the Greek prefix preceding an element’s name must
be considered. The numerical equivalent of the prefix must be
supplied as the element’s subscript in the chemical formula.

Knowledg Define covalent compounds

e
Specific Learning Skills Write the chemical formula of covalent compounds
Objectives Attitudes Listen to the discussion and name covalent compound
Recognize common covalent compound and their uses in
Values
daily life
2. CONTENT
Reference Textbook by Rich Bauer, Jim Birk & Pam Marks (2016).
s General Chemistry. (4th ed.). New York: McGraw-Hill
Materials Activity Sheet, Handouts, Meta Cards, Short video;
3. LEARNING PowerPoint Slide, Bingo card with chemical names and
RESOURCES formulas on the squares, strips of paper with chemical
names of covalent compounds, strips of paper with
chemical formulas of covalent compounds, double-sided
tape
4. PROCEDURES

MOL: Class Prayer; Classroom environment Check; Teacher reminders;

Attendance Check; etc.
4.1 Introductory
Activity -The teacher will recall the previous lesson through pen and paper test.
-The teacher used the thought polygon method in connecting the
previous lesson to the current lesson.

4.2 Activity Activity: Molecular Bingo

1. Divide the class into five groups. Each group will be provided
with a bingo card where the squares correspond to chemical
names or formulas of covalent compounds.
 Bingo card with squares corresponding to either a chemical formula or
a name

2. Each group will also be provided with strips of paper that have
either a chemical formula or a name that matches the squares in
their bingo card. The strips of paper should have a double-sided
tape attached to their underside.
3. When the teacher gives the go signal, immediately search your
strips of paper for chemical names/formulas that correctly match
the chemical names/formulas written on your bingo card.
4. Remove the adhesive on the double-sided tape and attach the
strip of paper onto the correct square in the bingo card. For
example, search for carbon dioxide among the strips of paper and
attach it to the topmost left corner of the bingo card
5. The first group to complete a blackout bingo card wins the game!

For the group sharing: Let the learners answer the following questions:
1. How many chemical formulas on the bingo card were you able to
name? How many names were you able to provide with a
chemical formula?
2. Observe the chemical formulas written on your bingo card.
Based on your observation, what type of elements constitutes a
covalent compound?
3. Based on this activity, how are covalent compounds named?
4.3 Analysis
Use of Multimedia: Short video clips on formation of covalent
compounds

PowerPoint Presentation: Formation of covalent compounds

Writing chemical formulas for covalent
compound
Naming covalent compounds

The teacher will ask the following question:

a. What is covalent compound?
b. How are covalent compound formed?
c. What are the steps in writing formulas for covalent compounds?
4.4 Abstraction d. How are covalent compound named?
e. What are the steps in naming covalent compounds?

The teacher will ask students to summarize the things that they learned
from the discussion.

List down the chemical formulas and names of at least three covalent
4.5 Application
compounds that you encounter in your daily life.
If the chemical formula of the covalent compound is given, identify its
name. If the name is given, determine its chemical formula.

4.6 Assessment

4.7 Assignment Read about Empirical formulas.

4.8 Concluding
Activity
5. REMARKS Indicate below special cases including but not limited to continuation of lesson plan to
the following day in case of re-teaching or lack of time, transfer of lesson to the
following day, in cases of class suspension, etc.
 Reflect on your teaching and assess yourself as a teacher. Think about your student’s
progress this week. What works? What else needs to be done to help the students
6.
learn? Identify what help your instructional supervisors can provide for you so that
REFLECTIONS when you meet them, you can ask them relevant questions. Indicate below whichever
is/are appropriate.
A. No. of learners who
earned 80% in the
evaluation.
B. No. of learners who
require additional
activities for
remediation.
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson.
D. No. learners who
continue to require
remediation.
E. Which of my
learning 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:
Name of School:
Teacher:
Position: Division:
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