School Maa National High School Grade Level & 9-Yakal

Section
GRADE -9
DAILY LESSON Teacher RHEA P. GAKIT Learning Area SCIENCE 9
PLAN CHEMISTRY

Teaching January 18, 2024 Quarter QUARTER 2

Dates and
1:00-2:00 PM
Time

I.OBJECTIVES INDICATORS TO BE
OBSERVED DURING
THE
DEMONSTRATION
A. Content
Standards The learners demonstrate an understanding of: the unit
mole quantitively measures the number of very small particles
of matter.
B. Performance The learners should be able to analyze the percentage
Standards composition of different brand of two food products and decide
on products on appropriate percentage composition.
C. Learning The learners are expected to: Use the mole concept to Learning
Competencies / express the mass of the substance (MELCs) (S9MT-IIi-19) objectives are
Objectives based on
Write the LC Specific objectives: Knowledge,
code for each Understanding and
1.identify the relationships among the number of moles,
Do (KUD) design.
mass, and number of particles.
2.e xplain the relationship between mass and the number
of moles
3. create a slogan on mole concept.
II.CONTENT
III.LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages BEAM 5. Unit 6. 18 Tropical Cyclones. Learning Guides. Tropical
Cyclones. September 2008.
Science and Technology I: Integrated Science Textbook. NISMED. 2012. pp.

Science 7
285-287.

Learner’s
Material, Unit 2:
Living Things
and Their
Page 1 of 10
Environment.
Alvie J. Ferido, et
al., page 102-91
K to 12 Science
Curriculum
Guide August
2016
Science 7
Learner’s
Material, Unit 2:
Living Things
and Their
Environment.
Alvie J. Ferido, et
al., page 102-91
K to 12 Science
Curriculum
Page 2 of 10
 Guide August
2016
Science 7
Learner’s
Material, Unit 2:
Living Things
and Their
Environment.
Alvie J. Ferido, et
al., page 102-91
K to 12 Science
Curriculum
Guide August
2016
2. Learner’s Science and Technology I: Integrated Science Textbook. NISMED.
Materials pages 2012. pp. 285-287
3.Other Learning
Resources

IV.PROCEDURE COI# 7. Established a

PRELIMINARIES: learner-centered culture
1. Prayer and Greetings by using teaching
strategies that respond to
2. Checking of Attendance (based on the seat plan)
their linguistic, cultural,
3. Reminder of class rules, classroom health and safety
socio-economic and
protocols (Integration of positive and non- violent religious backgrounds.
discipline) MOVs-Enclosure

Page 3 of 10
 Face -to-Face Class Rules Standards: DepEd Order No. 32
a. Stay focused on performing your tasks and be s.2015” Elimination of
SPECIFIC. discrimination from
peers and teachers
b. Manage your time wisely in the performance of
because of the
learning tasks to achieve a MEASURABLE learner’s cultural
output. identity. As a teacher,
c. Actively participate in group activities, I used strategy that
be fair, respect and care for each other in the promote an education
performance of your task and presentation of that removes IP
learner’s barrier to
output to ATTAIN the objective. their meaningful
d. Raise your hand when asking question/s to participation in the
obtain a classroom through
their participation in
RELIABLE answer.
the classroom prayer
e. Track time in performing your tasks to using their own
achieve activity TIME limits. language.
4. Quick “Kumustahan

A.Reviewing previous lesson FILL ME IN!

or presenting the new lesson COI#1. Applied
(ELICIT) knowledge of content
Procedure:
within and across
curriculum teaching
Students will be grouped into four (4), and each
areas.
representative of the group will quickly stand to earn MOV- Inclusion of
points. The winning representative will then fill in the interdisciplinary topic
missing words inside the box. Afterward, they will answer in English like
the provided guide questions. identifying heading or
title.
Classes Common Organic Use/s COI#3. Applied a range
Compounds of teaching strategies to
develop critical and
Alkanes Used in Liquefied creative thinking, as well
Petroleum Gas as other higher-order
(LPG) as fuel for thinking skills.
MOVs-image or visual
cooking and analysis developed
engine critical thinking among
Alkene Used as ripening learners allowing them
agent to have greater clarity
of the content.
Ethyne Used for fuel in
welding torch COI#9. Used strategies
Alcohols Commonly used for providing timely,
accurate and constructive
as disinfectant
feedback to improve
Carbonyl Nail polish learner performance.
MOVs- as a teacher I
remover
reinforced the
learner’s attempt to
arrive at the correct
Guide questions: answer and
1. Why do you think these kinds of organic compounds constructively
acknowledged my
are very important? learner’s correct
2. What do you think was our previous lesson? response on the
activity.

Page 4 of 10
B.Establishing a purpose for COI#1. Applied
the lesson Students will provide the equivalent of the following counting
knowledge of content
(ENGAGE) units:
within and across
A Pair of shoes = A Dozen of eggs =
curriculum teaching
A Case of coke = A Ream of paper = areas.
1 mole = ______ MOV- Inclusion of
interdisciplinary topic
Guide questions: in Math like counting
1. What is the advantage of using these units in and in English like
vocabulary
counting too many objects compared to counting
them one by one.
2. What other ways to make counting too many objects
easier and faster.

C.Presenting examples/ the COI#3. Applied a

instances of the new lesson range of teaching
Mang Juan is constructing his bahay kubo and he
needs to buy a lot of iron nails. strategies to develop
critical and creative
thinking, as well as
other higher-order
Guide Questions: thinking skills.
1. How is iron nails bought from a hardware store, by MOVs- Guide
number or by mass? questions enhance the
HOTS of my students
since it involves
2. Why are they usually sold by mass? What instrument analysis.
is used for getting the mass of objects like iron nails? COI#9. Used strategies
for providing timely,
3. Is it possible to determine the exact number of iron accurate and
nails he bought for his bahay-kubo using a weighing constructive feedback
scale? How? to improve learner
performance.
4. Based on the activity wwhat do you think is our lesson MOVs- as a teacher I
reinforced the
for today? learner’s attempt to
arrive at the correct
answer and
constructively
acknowledged my
learner’s correct
response on the
activity.

D.Discussing new concepts Direction: Perform the Activity with your groupmates and COI#1. Applied
and practicing new skills follow the procedure carefully. knowledge of content
(EXPLORE) within and across
Activity 1: The Chemist’s Mole curriculum teaching
areas MOV-
Objectives: Inclusion of
interdisciplinary topic
 Apply the mole concept in completing a given in English like
set of data. following directions
and in Mathematics
Materials: following steps.
Periodic Table of Elements
COI#3. Applied a range
of teaching strategies to
Procedure: develop critical and
1. Complete the table with the needed information. creative thinking, as well
as other higher-order
thinking skills.
MOVs-Guide questions
encourage learners to

Page 5 of 10
 analyze and evaluate.
Table 1. Molar Relationship
Molar Representative Mass Number Number COI#7. Established a
Mass Particle (g) of of learner-centered
Substance
(g/mol Moles Particles culture by using
) teaching strategies that
Carbon respond to their
Dioxide 44.01 molecule 110.0 2.5 1.505 linguistic, cultural,
(CO2) 3 x 1024 socio-economic and
Gold (Au) 197.00 atom 197.0 1 6.02 religious backgrounds.
0 x 1023 MOVs- As a teacher I
Glucose considered my
180.18 molecule 360.3 2 1.205 students having
(C6H12O6) individual differences
6 x 1024
in terms of their
Calcium linguistic, cultural,
fluoride 78.08 formula unit 234.2 3 1.806 socio- economic and
(CaF2) 4 x 1024 religious
Nitrogen 140.1 3.010 backgrounds, and
gas (N2) 28.02 molecule 0 5 x 1024 fostered collaborative
learning in the class.
Your group is heterogenous it means that your group is As a teacher also I
composed with different culture, language and identity. established personal
connections with
In answering the guide questions, you will respond according to learners in the
your different linguistics. Therefore, you can express your own learning process and
show respect in
answers in your own language. communicating with
the learners,
Guide Questions: considered socio-
economic classes, give
1. From the data of Table 1. Molar relationship, when is a equal access for all
learners and
particle classified as an atom, a molecule, or a formula supplement classroom
unit? Then, identify the relationships among the number discussion by
of moles, mass, and number of particles? carefully using learner
diversity
2. Explain the relationship between the mass and the
COI# 8 Adapted and
number of moles.
used culturally
appropriate teaching
strategies to address
the needs of learners
from indigenous
groups.
MOVs-Enclosure
DepEd Order No. 32
s.2015” Elimination of
discrimination from
peers and teachers
because of the
learner’s cultural
identity. As a teacher,
I used strategy that
promote an education
that removes IP
learner’s barrier to
their meaningful
participation in the
classroom through
their participation in
the differentiated
instructions/
assessment.

Page 6 of 10
 COI#9. Used
E.Developing Mastery Students are allowed to answer in vernacular language strategies for providing
(leads to Formative provided there will be no code switching of words. timely, accurate and
Assessment) (EXPLAIN) constructive feedback
EXPLAIN to improve learner
The students presentation of outputs based on the given performance.
MOVs- as a teacher I
guide questions. The presentation will be graded based reinforced the
from the given rubrics below: learner’s attempt to
RUBRICS arrive at the correct
answer and
constructively
acknowledged my
learner’s correct
response on the
activity.

COI#2. Used a range

of teaching strategies
that enhance learner
achievement in literacy
Guide Questions: and numeracy.
MOVs-

1. From the data of Table 1. Molar relationship, when is

a particle classified as an atom, a molecule, or a
formula unit? Then, identify the relationships among the
number of moles, mass, and number of particles?

2. Explain the relationship between the mass and the

number of moles.
F.Finding practical COI#1. Applied
applications of concepts Direction: Create a slogan on the importance of mole knowledge of content
and skills in daily living concept in our daily life situations, Make it colorful and within and across
(ELABORATE) curriculum teaching
visible.
areas.
MOV- Inclusion of
interdisciplinary topic
Example: So many atoms, so few moles! in Arts like
RUBRICS showcasing
connections between
science and arts such
as in the application
of coloring materials.

COI#8. Used effective

strategies for providing
timely, accurate and
constructive feedback
to encourage learners
to reflect on and
improve their own
learning.
MOVs- as a teacher I
reinforced the
learner’s attempt to
arrive at the correct
answer and
constructively
acknowledged my
learners’ correct
response on the
activity.

Page 7 of 10
G. Making generalizations COI#9. Used strategies
about the lesson for providing timely,
Students will summarize the following: accurate and
constructive feedback
 The relationships among the number of moles (n), mass to improve learner
(m), and number of particles (N) are described by the performance I
mole concept in chemistry. Avogadro's number plays a reinforced the
learner’s attempt to
crucial role in these relationships. Avogadro's number (L) arrive at the correct
is approximately 6.02 x 1023, and it represents the answer and
constructively
number of particles (atoms, molecules, ions, etc.) in one acknowledged my
mole of a substance. learner’s correct
response on the
 The relationship between mass (m) and the number of moles activity.
(n) of a substance is given by this formula m= n x M, it
allows you to convert between the mass of a substance
and the number of moles it contains. If you know the
number of moles of a substance, you can find its mass by
multiplying the number of moles by the molar mass.
Conversely, if you know the mass of a substance, you can
determine the number of moles by dividing the mass by
the molar mass.

 These are some possible slogan you can create on the

mole concept:

Chemistry is mole’ better.

May the mole be with you.
When moles talk, chemists listen.

H. Evaluating learning Multiple Choice: COI#3.Applied a range

(EVALUATE) Direction: Choose the letter of the correct answer. of teaching strategies
Write the letter of your choice on your activity to develop critical and
creative thinking, as
notebook.
well as other higher-
1. Using the periodic table of elements, what is the mass
order thinking skills.
of 1 mole of Carbon – 12? MOVs-the assessment
A. 6 grams C. 4 grams encouraged learners to
B. 12 grams D. 24 grams think critically on the
plant and animal cells
similarities and
2.Avogadro’s Number represents the number of atoms
differences.
in_____________.
A. 12g of C–12 C. 32g of O-16
B. 320g of S-32 D. 12.7g of I2 COI#9 Used strategies
for providing timely,
3. What is the molar mass of NH3? accurate and
A. 34g/mol C. 27g/mol constructive feedback
B. 4g/mol D. 17g/mol to improve learner
performance.
MOVs- as a teacher I
4. Which of the following has the biggest molar mass? reinforced the
A. H2O2 C. NH3 learner’s attempt to
B. CH4 D. O3 arrive at the correct
answer and
constructively
5.How many particles are equal to 1 mole? acknowledged my
A. 6.02 x 1021 C. 6.02 x 1023 learners’ correct

Page 8 of 10
 B. 6.02 x 1025 D. 6.02 x 1024 response on the quiz.

I.Additional activities for

application or remediation Direction: Choose the appropriate terms inside the box
(EXTEND)
below to complete the concept map

V.REMARKS

VI.REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
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. 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?

Prepared by: Checked and observed by: Noted by: Approved by:

RHEA P. GAKIT FELICIDAD R. NATAD MAILEE D. MALIG-ON MARIBETH V. ALCORDO

TeacherI Master Teacher I HT-III, Science Dept. Head Principal II

Page 9 of 10
Page 10 of 10