Republic of the Philippines

Department of Education
REGION III
SCHOOLS DIVISION OF TARLAC PROVINCE

DAILY LESSON LOG IN SCIENCE GRADE 11/12

SUBJECT: PHYSICAL SCIENCE

Name of Teacher/s: OLGA L. ASIA Quarter: 1ST Week No. 6

SWEET ANGEL Q. MANANSALA

I. OBJECTIVES
A. Content Standards: The learner demonstrates understanding of how much reactants are
needed and how much products are formed in a reaction.
B. Performance Standards: The learners shall be able to effectively explain the process of
calculating the needed reactant and the amount of product in a reaction, as well as the
significance of limiting reactant and percent yield.
Learner’s Competencies / Code:
Determine the limiting reactant in a reaction and calculate the amount of product formed.
S11/12PS-IIIh-27
Specific Learning Objectives (Day 1)
1. Recognize whether a chemical equation containing coefficients is balanced or not and
how that relates to the law of conservation of mass.
2. Convert mole to mass, mass to mole, and molar mass calculation.
3. Extend the idea of law of conservation of mass from a real-life scenario.
II. CONTENT
Topic: LIMITING REACTANT
Sub Topic: Balancing chemical equation, Stoichiometric calculation
III. LEARNING RESOURCES

A. REFERENCES
1. Teacher’s Guide 2. Learner’s Material 3. Textbook Pages
Pages Pages Espinosa, A. &
Licuanan, P. et al Pineda, MG. (2016).
(2016). Physical Physical Science,
Science Commission DIWA learning
on Higher Education, System, Makati City.
pp. 169-173 pp 62-67
4. Additional Materials from LR Portal

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B. Other Learning Resources

IV. PROCEDURES
A. Reviewing 1. Clearly state the lesson goals or objectives. Make it
previous lesson simple and clear for all of the learners to understand.
(or) presenting the a. Balancing chemical equation as this is needed in
new lesson limiting reactant topic.
b. Stoichiometric calculation, namely:
Strategy: Lesson • mole concept
Objective • calculating molar mass
Transparency • mass to mole conversion
(2 mins.) • mole to mass conversion
B. Establishing a 1. Read and analyze the paragraph below.
purpose to the  The Philippines is known for its beautiful beaches, like
lesson the ones in Boracay, Coron, and Pagudpud. The fine sand
of Boracay is one of the reasons why a lot of tourists
Strategy: Scenery enjoy the beach. From the white, powdery sand,
analysis example sandcastles are built. You could measure the amount of
(3 mins) sand used to build one sandcastle by counting the grains
of sand. But obviously, this will be very difficult to do.
So, what do you think is an alternative way to measure
the amount of sand?
 Learners may have different answers.

Note: The teacher may use pictures of different beaches

found in the Philippines.

C. Presenting 1. The learners will answer the question: How will you
examples/instances count the following:
of the lesson a) eggs
b) salt
Strategy: Analogy c) nails
of mole concept to d) sugar
real life examples e) water
(3 minutes).  Learners may have different answers.
 Possible answers:

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SCHOOLS DIVISION OF TARLAC PROVINCE

a) a dozen of eggs/tray of eggs

b) pinch of salt
c) bag of nails
d) tablespoon of sugar
e) drop of water/pail of water
D. Discussing new 1. Ask learners in their own words of what an atom is
concepts and (smallest identifiable particle of an element that has
practicing new neutrons, protons and electrons) and what a molecule is (a
skills #1 unit that includes two or more atoms of one or more
elements bonded together in some way).
Strategy: Guided  Tell learners that we can refer, in general, to these as
Practice particles.
(10 minutes) 2. Tell learners that a better way to count particles of matter,
using the standard unit called a “mole.”
3. Show the learners a glass with one mole sugar inside and
ask them to guess how many particles (in this case
molecules) of sugar there are.
 Numbers should be very large because molecules are
very small.
 After taking a few learners’ guesses, tell that there are
6.02x1023 particles in that glass. Define this number as
Avogadro’s number.
 Tell learners that if you have Avogadro’s number of
particles of a substance, you have a mole of that
substance. (6.02x1023= Avogadro’s number = 1 mole”)
4. Compare the mole to a dozen eggs. Explain that it is an
easy way to refer to a set number of things.
 There’s always 6.02x1023 in a mole, just like there’s
always 12 in a dozen. Stress that this never changes.
 You can have moles of ions, atoms, molecules, etc.
 Stress that a mole of copper atoms is the same number
of things as a mole of sodium ions. It is a fixed number.
5. Explain set-up of a problem as being able to cancel units.
Give example of how to convert units first using dozens

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 Republic of the Philippines
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REGION III
SCHOOLS DIVISION OF TARLAC PROVINCE

of eggs.

6. Then say that same can be done with replacing dozen

with mole. Work through an example problem of
converting from particles to moles.
 I know that I have 12x1024 molecules of CO2, I can
calculate how many moles that is:

 Work through another example problem converting

moles to particles (molecules):
 If I have 15 moles of water, how many water molecules
do I have?

E. Discussing new 1. Using learners’ prior knowledge in atomic mass (from the
concepts and periodic table) of elements, learners will work out the
practicing new skill molar mass for a) water, b) carbon dioxide, and c) sodium
#2. chloride.
 Answers:
Strategy: Recall a) H2O
prior knowledge H O
(1.008 x 2) + (15.999 x 1) = 18.015 g/mol
(14 minutes)
b) CO2
C O
(12.011 x 1) + (15.999 x 2) = 44.009 g/mol

c) NaCl
Na Cl

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SCHOOLS DIVISION OF TARLAC PROVINCE

(22.990 x 1) + (35.45 x 1) = 58.44 g/mol

2. Recall the difference between the coefficient and the

subscript.

 Remember, coefficients in a chemical equation

indicate how many molecules of each type take part in
the reaction. Only coefficients can be changed in order
to balance a chemical equation.
 Subscripts are part of the chemical formula for
reactants or products and cannot be changed to
balance an equation. The subscripts in the chemical
formula indicate the number of atoms of the element
immediately before the subscript.
3. Balancing chemical equation
Balance each of the following equations.

a) _____ Fe + _____Cl2 _____FeCl3

b) _____ C2H4 + ____ O2 _____CO2 + ____H2O
c) _____ Fe + ______O2 ______Fe2O3

 Answers:
a) __2__ Fe + __3_Cl2 __2__FeCl3
b) ___1_C2H4 + __6__ O2 __4__CO2 + __5_H2O
c) ___4_ Fe + __3__ O2 ___2____Fe2O3
4. Law of conservation of mass
 states that mass in an isolated system is neither created
nor destroyed by chemical reactions or physical
transformations. According to the law of conservation
of mass, the mass of the products in a chemical reaction
must equal the mass of the reactants.

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REGION III
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 A balanced equation obeys the Law of Conservation of

Mass.
F. Discussing new 1. Using PHET interactive simulation, learners will play
concepts and game to practice balancing chemical equation.
practicing new
skills #3. https://phet.colorado.edu/en/simulation/balancing-
Strategy: Game- chemical-equations
based learning
(7 minutes)
G. Developing 1. Learners will answer worksheets for lesson discussed
Mastery today.

Strategy:
Independent
practice using
worksheets
(5 minutes)

H. Finding practical 1. In chemistry, the mole is a unit used to talk about atoms. It
application of is similar to other units we use everyday. For example, you
concepts and skills might walk into the local doughnut shop and order a dozen
in daily living doughnuts. In doing so, you know that you will get 12 of
these snacks and the clerk knows to give you 12.
(3 minutes) 2. Some of the observable examples of chemical reactions in
everyday life are respiration (aerobic and anaerobic),
photosynthesis, rusting and burning. The chemical
equation needs to be balanced so that it follows the law of
conservation of mass.
I. Making 1. Let learners answer the following questions:
Generalization and a) What is Avogadro’s number?
Abstraction about b) How would you determine the molar mass of a
the lesson: compound?
(Sequence of c) Why do we need to balance chemical reaction?
Questions)
(4 minutes)

Address: Macabulos Drive, San Roque, Tarlac City

Telephone No.: (045) 982-0374
Email Address: tarlac @deped.gov.ph
 Republic of the Philippines
Department of Education
REGION III
SCHOOLS DIVISION OF TARLAC PROVINCE

J. Evaluating Answer the following questions:

Learning 1. Avogadro’s number is ___________x10______ .
2. Avogadro’s number of any substance is equal to one
(6 minutes) _____________.
3. How many molecules are there in 2.30 grams of NH3?
4. How many molecules are there in 237 grams of CCl4?
5. How many grams are there in 7.40 moles of AgNO3?
6. Balance the chemical equation.
____C4H6O3 + ____H2O → _____C2H4O2
Answers:
1. 6.02x1023
2. one mole
3. 8.13 x 1022 molecules
4. 9.28 x 1023 molecules
5. 1260 grams of AgNO3
6. 1 C4H6O3 + 1 H2O → 2 C2H4O2

K. Additional Using the link below learners will answer the game to determine
activities for if a chemical equation is balanced or unbalanced. Learners will
Application or get plenty of practice and will use math to demonstrate the Law
Remediation of Conservation of Mass.

(3 mins) https://www.legendsoflearning.com/learning-objectives/
conservation-of-matter-in-chemical-reactions

V. REMARKS
A PowerPoint presentation, worksheets and notes are available for either of the
following modalities:
1. Face to face
2. Online
3. Blended: Face to face and online.

VI. REFLECTION
A. No. of learners
who earned 80% in

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Email Address: tarlac @deped.gov.ph
 Republic of the Philippines
Department of Education
REGION III
SCHOOLS DIVISION OF TARLAC PROVINCE

the Evaluation:

B. No. of learners
who require
additional activities
for remediation
who scored below
80%:
C. Did the remedial
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 this work?
F. What difficulties
did I encounter
which my principal
or superior can
help me solve?
G. What innovations
or localized
materials did I use/
discover which I
wish to share with
other teachers

Reviewed by:

Address: Macabulos Drive, San Roque, Tarlac City

Telephone No.: (045) 982-0374
Email Address: tarlac @deped.gov.ph
 Republic of the Philippines
Department of Education
REGION III
SCHOOLS DIVISION OF TARLAC PROVINCE

DR. CONRADO C. DOMINGO

EPSvr SCIENCE

Address: Macabulos Drive, San Roque, Tarlac City

Telephone No.: (045) 982-0374
Email Address: tarlac @deped.gov.ph