2nd QTR MOD. 1 DLL

School Grade Level 9
Teacher Learning Area

SCIENCE
DAILY LESSON LOG
Quarter SECOND QUARTER
Teaching Dates and Time
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
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 • rs that metal salts emit • Write the
•
- Relate colors emitted by salts to thelikely
structure of the
to find atom in anelectron
the electron configuration of the elements in
atom by probability
• the third period
• Materials: •
Determine
•
- Metal salts (such as copper sulfate, potassium chloride, sodium chloride, etc.)
the pattern of filling the orbitals based on the given distribution
•
- Bunsen burner or flame source for the first 10 elements
• • Devise
- Wire loop or nichrome wire
• - Safety goggles rules in filling up the orbitals
• - Lab coats or aprons
• - Safety gloves
•
• Bell-Ringer Activity:
•
- Show students a picture of a flame test and ask them if they know what it is and what it is used for.
•
- Discuss their answers as a class.
•
• Introduction:
•
- Explain to students that the characteristic colors emitted by metal salts when they are heated in a flame can be used to identify the presence of certain met
- Discuss how the colors emitted by salts are related to the structure of the atom, specifically the arrangement of electrons in the outer energy levels.
•
• Direct Instruction:
•
- Demonstrate a flame test using a metal salt (e.g. copper sulfate).
- Dip a wire loop or nichrome wire into the metal salt and then hold it in the flame of a Bunsen burner or other flame source.
• - Observe and discuss the color of the flame and the characteristic color emitted by the metal salt.
•
- Explain that the color emitted is due to the excitation of electrons in the metal atoms, and the specific color is determined by the energy levels and arrang
•
• Guided Practice:
•
- Divide students into small groups and provide each group with a different metal salt.
- Instruct each group to perform a flame test with their assigned metal salt and observe the color emitted.
•
- Have students record their observations and discuss the results as a class.
- Guide students in relating the observed colors to the structure of the atom, specifically the arrangement of electrons in the outer energy levels.
•
• Independent Practice:
•
- Assign students to research and write a short report on the characteristic colors emitted by different metal salts and how they are related to the structure o
- Have students include examples of metal salts and their corresponding colors in their report.
•
• Exit Ticket:
•
- Ask students to explain in a few sentences how the characteristic colors emitted by metal salts are related to the structure of the atom.
•
- Collect and review the exit tickets to assess student understanding.
•
• Determine the
characteristic colors that metal salts emit
• Relate colors emitted
by salts to the
structure of the atom
FLAME TEST PREDICTING THE ELECTRON
CONFIGURATION
PROBABLE LOCATION
OF AN ELECTRON
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
Project Ease, Chemistry Project Ease, Chemistry
4. Additional Materials from Learning Resource Project Ease, Chemistry
5. (LR)portal
Module 10 What’s inside the Atom?
Module 10 What’s inside the Atom?
Module 11 Electron Configuration
B. Other Learning Resource
https://www.youtube.com /watch?v=cKzh5yeQGjA
https://www.youtube.com/ watch?v=bmZ2bpJKXUI https://www.youtube.com/ watch?v=lqWL0WMtlYk
A. Reviewing previous lesson or presenting

Discuss
theearlier
new lesson
concepts of the atomic
Draw an
structure.
atom as describe by Niels Bohr.
Draw an atom as describe in Quantum Mechanical Model
Explain the fault in

B. Establishing a purpose for the lesson
Let the students watch a video about fireworks competition. Compare clues in a treasure map with electron configuration.
Bohr’s Model of the Atom
Do Activity 2.
C. Presenting examples/Instances of the
Explain
new lesson
the reason of the different colors from fireworks.
Write the electron configuration of a hypothetical element x with atomic no. 30
Do Activity 3
D. Discussing new concepts and practicing new skills # 1 Discuss Guide questions.
Give important reminders when dealing with chemicals.
E. Discussing new concepts and practicing

Do Activity
new skills
1. “The
# 2 Flame Test”. Discuss Guide questions.
Prove that electrons found in definite orbits around the nucleus is not accurate.
Introduce the Quantum Mechanical Model of the Atom.
F. Developing mastery
Discuss Aufbau principle,
Discuss Guide questions. Explain
Discuss
what happens
the quantum
to anno.
excited
As shown
electron.
in table 2 p.107
Hund’s rule and Pauli’s Exclusion principle.
G. Finding practical application of concepts and skills in daily living
Explain that the color emitted by an element can be used to identify the name of the element.
H. Making generalizations and abstractions

Relateabout
the color
the lesson
observed from an element and the structure of atom.
Infer that properties of elements depends on the arrangement of electrons outside the nucleus.
SCIENCE
DAILY LESSON LOG
A. Content Standard The learners demonstrate understanding of
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 co
● Explain how ions are formed

C. Learning S9MT-IIb-14 S9MT-IIc-d-15 S9MT-IIe-f-16
Competency/Objectives • • • Illustrate • Explain • Make a
Identify the number of valence electrons
Write the atoms Symbol of the how
of Lewis an ionic
common bond
metals andformed
non-metals model of a metallic bond
how covalent bonding takes place
• Show how • Relate the
• Compare the • Show the ions are formed
• Illustrate
properties of metals to the
relationship among the number of valence the sharing of electrons
electronegativity and ionization energy values of metals and nonmetals
electrons, electronegativity, and ionization energy
MAPPING THE LEWIS SYMBOL IONIC BOND COVALENT BOND METALLIC BOND
PERIODIC TABLE
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.] Project Ease, Chemistry Project Ease, Chemistry Project Ease, Chemistry
Additional Materials from Learning Resource Project Ease, Chemistry Project Ease, Chemistry
Module 14 Chemical Bonds Module 14 Chemical Bonds Module 14 Chemical Bonds
[10.] (LR)portal
Module 14 Chemical Bonds Module 14 Chemical Bonds
D. Other Learning Resource
https://www.youtube.com https://www.youtube.com/
https://www.youtube.com/ watch?v=DEdRcfyYnSQ
https://www.youtube.com /watch?v=LkAykOv1foc
watch?v=eVv3TpaQ2-A
/watch?v=Sk7W2VgbhO
g
K. Reviewing previous lesson or presenting the new lesson What are valence electrons? How ionic bond takes place?
Which type of element tends to loose electron/s? What type of bond will be formed fr
Review the Bohr model of the atom and point out where the valence electrons are.
Gain electron/s?
What type of bond will be formed fr
L. Establishing a purpose for the lesson Watch video about covalent bond
What type of bond will be formed b
Show a periodic table.Ask the students, how are the elements arranged in the periodic table?.
Operationally define electronegativity and ionization
Ask students, energy.
if you have two sandwiches and you see your classmate don’t have anything to eat,
Discuss Lewis structure.

Get the electronegativity difference between
Explain how metallic bond happens
M. Presenting examples/Instances of the
Asknew
thelesson
students,Why atoms bond
Show
withhow
othertoatoms?
write the Lewis Structure of an element.
Carbon and Oxygen.
Get the difference of the electronegativities of sodium and chlorine and show the transfer of elect
Do Activity 1 Do Activity 2 Do Activity 3 Do Activity 5

N. Discussing new concepts and practicing new skills # 1
Show how to construct the Lewis
Fill structure
in tables of
3 and
CO24.
Discuss Guide questions. Do Activity 4 Discuss Guide questions.

O. Discussing new concepts and practicing new skills # 2 Discuss Guide questions. Discuss Guide questions.
P. Developing mastery Discuss the Octet Rule.

What are some properties of metals?
When do covalent bond takes place?
Where are the metals and non-metals in the periodic table?
What should be the difference in the electronegativity of two elements for it to become ionic?
What are some common uses of me
Q. Finding practical application of concepts and skills in daily living Relate the saying, Its better to give than to receive to the topic.
Ask students, if you have a bookWhy anddoyour
we use
seatmate
gold in
don’t
making
have,jewe
w
Show a picture of sodiuma very Elements
reactive metal,
wants and
to become
chlorinestable
-a very
by poisonous
having 8 valence
gas. Point
electrons.
out thatAsk
whenstudents,
these elements
do you have
bond,your
salt own
will be
goal?
formed.
What element forms cation? Anion?

R. Making generalizations and abstractions
Whatabout
type of
theelements
lesson has low ionization energy?
Differentiate polar from non-polar covalent
Metals bond lustrous, duct
are malleable,
How do electronegativity and ionization energy plays an important role in chemical bonding?
High electronegativity?
GRADE 1 to 12 DAILY LESSON LOG School Grade Level 9
SCIENCE


I. OBJECTIVES
A. Content Standard The learners demonstrate understanding of
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 co
● Explain how ions are formed

C. Learning S9MT-IIe-f-16
Competency/Objectives
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 Bonds
[5.] (LR)portal
B. Other Learning Resource https://www.youtube.com/ watch?v=SMBA7E6ZZjg
IV. PROCEDURES
A. Reviewing previous lesson or presenting the new lesson

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?
C. Presenting examples/Instances of the new lesson

Show how construct the improvised conductivity apparatus .
Do Activity 6
D. Discussing new concepts and practicing new skills # 1
E. Discussing new concepts and practicingDiscuss

new skills
findings
# 2 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.
H. Making generalizations and abstractions about the lesson

How can we distinguish ionic compounds from covalent compounds base on physical properties?
Summative Test
J. Additional activities for application or remediation
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?
GRADE 1 to 12
DAILY LESSON LOG

SCIENCE 9
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 comp
C. Learning Competency S9MT-IIc-d15 S9MT-IIe-f16

/Objectives
Write the LC code for each. 1. Explain how ions are formed.
1. Explain properties of metals in terms of their structure.
Formation of Ions
Metallic Bond and the Properties of Metals
III. LEARNING
RESOURCES
A. References
pp. 96- 97 p.93

1. Teacher’s Guide pages
pp. 121- 122 pp. 116- 119
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Learning Resource (LR)portal
A. Reviewing previous lesson or presenting the new lesson

Let the students classify some compounds as either ionic compound or covalent compound.
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 g
Let them recall the definition of ionic and covalent bond based on their answer. Ask the students to differentiate these two types of bond.
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
Post a question on the board that says
Introduce
“If metals
to the
canstudents
bond the process of ionization or the
formation of electrically charged atoms or molecules.
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.
Tell to the students that ions can be grouped as positively charged ions or cation and negatively charged ions or anion. Mention also
(Answers must be noted to be used as the lesson progresses).
Explain to the students that properties of a solution depends on the type of ions that are found on it.
Another question to be posted is this “ Is the bond that exists among metals can be the reason for its properties?”
C. Presenting examples/Instances of the new lesson Post a list of ions on the board as examples.
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.
(The list must show the groupings of ions as cation and anion, as well as atoms and molecules).
( Make a list of these characteristics on the board)

Present to them pictures of some food products or drinks that are sources of ions needed by our body.
Divide the class into small groups and ask them to

D. Discussing new concepts and practicing new skills # 1 Ask the students to form 6 small groups for the activity. The students will identify the
perform Activity # 5 Bonding Among Metals.
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 o
Students must share the result of their investigation in the class.
E. Discussing new concepts and practicing new skills

The students will #report
2 their findings on the said activity 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.
( Note for any misconception that may arise during this procedure)
Each group will investigate some uses of ions. Some of the possible topics to be assigned to the students are the following: fluores
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 ex
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
bring their materials in class on the assigned date.)
F. Developing mastery (leads to Formative

Go back with the pictures you
Students will be sharing their research in the class and they are expected to discuss how they find ions useful.
Assessment 3)
have presented as examples 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 application of concepts

Ask the and skillstoinsuggest
students daily living
some ways on how they can use the lesson in their daily living.
The class will have an open forum about food supplement, vitamins and energy drinks they used and how these things help them in
( Motivate them by giving additional points for those who can answer correctly)

Call forabout thethree
at least lesson
volunteers thatTomay sum up the lesson
generalize lesson.ask the following to the students:
[1.] What is ion?

[2.] Define ionization.
[3.]
The teacher can prepare incomplete statements that will be completed by the students to guide them what to generalize.
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 Table 5. Types
Use anofexit
chemical
paper for
bond
theon
evaluation.
page 122 Ask
of thethe
LM.
students to write what they have learned about ions.
B. No. of learners who require additional activities for remediation who scored below 80%
E. Which of my teaching strategies worked well?

Why did these work?

SCIENCE
DAILY LESSON LOG Teaching Date and Time Quarter FOURTH

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
C. Learning S9MT-IIh-18
Competency/Objectives
Write the LC code for each. • • • •
•
Recognize the general classes and uses ofthe
Recognize organic compound.
general classes and uses of organic compound. Recognize the general classe
Recognize the general classes and uses of organic compound. Recognize the general classes and uses of organic compoun
• • • •
Show oil and gas formation.
Differentiate organic compound by inorganic compound. •
Explain how carbon is used or applied in everyday life.
•
Perform guided experiments
Discuss the major classes of organic compounds. Perform guided experiments in determining the properties o
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
pp.127,129 pp.131-132,142-143 pp.131-132 pp.132-135 pp.132-135

2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource
(LR)portal

https://www.youtube.com
http://www.srv34.youtubein mp4.com/download.php?r=c
/watch?v=8YHsxXEVB1
M http://2012books.lardbuck et.org/books/principles-ofgeneral-chemistryv1.0/s28-01-functionalg
6p2q5CgGi2RUk7Dsa6IckD P
https://www.youtube.com /watch?v=q7pTbt_-KPY
https://www.youtube.com/wa t tch?v=0WAV47hsCpY
http://2012books.lardbuck et.org./books/principlesof-general chemistryv1.0/s28-01-functionalgroups-and-classes-html
Recall carbon atoms How oil and gas formed?

Review organic compounds Describe the physical properties
A. Reviewing previous lesson or presenting the new lesson What are the important uses of carbon compound?

Begin the lesson by writing “organic”,
Start inorganic”,
the lesson by
and
giving short motivating activity.
Askisthe
Introduce the lesson by asking the students to explain how carbon students
used if they
or applied in finished
their ev
“compound” on the board.
Ask one representative/ volunteer from the class to be blind fo
Ask two volunteers to go in front and match the following to its appropriate object. (see attachment # 2)
Ask the students to create a concept map. Branching off
If not provide at least 10-15
the sides will be the students understanding of the word.

Ask students if they had an idea of where is gasoline come from?
Do activity # 1 Organic
Let the students watch
C. Presenting examples/Instances of the new lesson. Compounds: Are They
Show pictures of organic and inorganic compound. On the board let the students classify them Let the student
according to itsdescribe
proper the appearance/ properties of each obj
a Useful ( See Attachment #
5)
video clips about Oil and Gas Formation.
group. (see attachment

#1)
Let them identify each household products and its important uses
Presentation of the result of the activity

D. Discussing new concepts and practicing
Shownew
a video
skills
clips
# 1 about organic and inorganic compounds..
Let them go to their proper group
Lead the students to discover that gasoline is only one of the sample products of the major classes of organic compounds.
Before letting the students do the experiments, discuss first the
Perform activity #2
Properties of Common
Organic Compounds
Based from the video presented, ask the students Checking and discussion of the activity results Presentation of the result of the a
E. Discussing new concepts and practicing new skills # 2 Provide a photo copy of the major classes of organic compound.
Students were instructed to observe and take down notes while
to differentiate organic compounds from inorganic compounds.
Assign each group of students to conceptualize the major classes of compounds, its functional groups and its important uses. (
Students will answer the some guide questions.
Developing mastery
F. What are the important uses of hydrocarbons? Checking of the result of the act
(leads to Formative How is carbon compound differ from
What
inorganic
are the important
compounds?
uses of organic compounds?
The students will answer guide questions. (see attachment #6)
Assessment 3)
Discuss the properties of comm
Why is it important to have fat in your diet?

Why do some motorists prepared
Whyto do
usesome
unleaded
motorists
gasoline
prepared
than any
to use
type
unleaded
of gasoline?
gasoline than any type of gasoline?
Why are some label products ofWhysome
arehousehold
some labelmaterials
productshao
“always keep at room temperature”?
What are carbon compounds?

Why carbon
about so
thespecial
lesson compared to
Canother
youelements?
describe major classes of organic compounds? What are the common properties
What
of organic
are the common
compounds?
propertie
Evaluating learning Short Quiz See Rubrics See Rubrics See Rubrics
I.
(See Attachment)
Enumerate other examples of organic compounds that you usually used in your everyday living.
Construct the structure of hydrocarbons assigned using marshmallows, raisins and toothpicks. The marshmallows will be the hydrogen atoms, raisins should be
No. of learners who earned 80% in the evaluation

A.
No. of learners who require additional activities for

B.

SCIENCE
DAILY LESSON LOG

I. OBJECTIVES
A. Content Standard Use the unit mole that quantitatively measures the number of very small particles of matter.
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 knowledgeMeasure
about mole
the mass
concept
of aand
given number of objects. Apply the mole concept in comple
Calculate the mass of one moleDescribe
of a substance
the relationships
using the periodic
among thetable
number
of elements.
of moles, mass, and
percentage •
composition of compounds. Record the mass with the correct number of 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
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
Learning Resource (LR)portal

https://www.youtube.com/ watch?v=g_BelGwRxG8&spf reload=5
IV. PROCEDURES
• •
A. Reviewing previous lesson or presenting the new lesson Describe molar mass.
Ask how scientists count very small particles such as atoms, ions and molecules. Recall on how to count particles of
•
Ask how chemists count tiny particles such as atoms and molecules. • Ask what Avogadro’s n
Have students perform the Molar Mass Relay. (See attachmen
• Based on the previous activity, ask how large quantities of objects can be counted conveniently. • Ask what counting unit is us
•
Before answering the question, let them answer the Pre-Assessment in ifthe
Ask LM
one on page
mole 145. substances have the same mass.
of different
• • •
Ask students the equivalence of the following counting units:
Ask why the unit mole consists of a very large number compared to case, ream, and dozen.
Ask how many hydrogen atom and oxygen atom are there in one molecule of water or the ato
Tell the students to come to their co
A Pair of shoes = ___ Tell the students to come to their corresponding group mates to pe
•
ratio. (2:1)
Ask if one mole of sulfur has the same mass as one mole of aluminum.
A Dozen of eggs = ___ •
A Case of coke = ___ Ask the total no. of atoms of hydrogen and oxygen in a dozen molecules of water. (24 atoms
Show them a picture of a golden cu

A Ream of paper = ___ Show them a picture of a gold medal thru a slide. (See attachment
•
•
Questions:
Ask what will be the number of atoms
A pure goldof H andhas
medal O ainmass
one mole
of 591ofg.water molecules. (2 moles o
Ask them the advantage of using these units in counting too many objects compared to counting them one by one.
1. How many moles of gold are ther
1.) How many moles of gold atoms are there in
6.02 x 1023 O atoms)
Ask them what other ways to make counting too many objects easier and faster.
•
the gold
How can you calculate the mass of 1 medal if water
mole of its molar mass is 197 g? (3 moles)
molecules?
2. What is the mass of the golden cu
• 2.) How many atoms of gold are present? (1.81 x10 24 atoms)
The first who will answer correctly will be given a prize. Let them show their solution.
Let them show their solution.

C. Presenting
Present table 3 on page 150 of the module. Ask how they convert a given numb
examples/Instances of the new lesson Mang Juan is constructing his bahay kubo and he needs to buy a lot of iron nails. Ask how they convert a given mass to moles then to number of pa
•
Present one mole of sulfur and one mole of aluminum. The mass of one mole of sulfur is 32.01 g while the mass of one mole of
Ask how the molar mass of oxygen gas O2, sugar, and hydrogen peroxide is determined.
•
mole of different substances have different masses.
Ask if the same process is used as what they did with the mass of 1 mole of water.
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 o
prepare exactly 6.02 x

Ask them how they will prepare exactly 6.02 x 1023 molecules or 1 mole of table sugar.
Perform Activity1: Perform Activity 2: Perform Activity 3: Perform Activity 4: Perform Activity 5:
“The Relationship “The Chemist’s Mole”
“Counting by Getting the Mass of an Object”
“Total Count Vs. Mass” “The Mass of One Mole of a Substance”
Among Mole, Mass and
Number of Particles”
(Demonstrate the proper use of the platform balance first.)
E. Discussing new concepts and practicing new skills

Answer the# guide
2 questions. Answer the guide questions. Answer the guide questions. Answer the guide questions. Answer the guide questions.
F. Developing mastery • • • • •
Discussion on the results of the activity. Discussion on the results of the activity. Discussion on the results of the a
Discussion on the results of the activity. Discussion on the results of the activity.
• • •
• •
Present table 3 on page 150 of the LM. Ask what mathematical operatio
Discuss how to derive the molar mass of different substances using the periodic table.
Ask what counting unit is used by chemists in counting tiny particles such as atoms and molecules and its equivalent number.
•
Ask what mathematical operation is used to convert a given ma
(division)
•
• Ask what tool provides information on the mass of one mole of an element. (Ans. : the periodic table of elements)
Ask what mathematical operatio
(division)
•
(multiplication)
Emphasize that scientists are able to count very small particles by means of a platform balance and the periodic table. Listed on the periodic table the mass o
Ask what mathematical operation is used to convert no. of mol
•
Ask why the equivalent number is called
Avogadro’s number. Present and discuss the sample problem in the module on page 149.
•
Ask them to arrange the following substances from the lightest to heaviest.
Ask if 50 g of gold and 50 g of silver have the same number of atoms and explain their answer.
Ask what can be a convenient way of counting large quantities of objects. (counting by getting the mass)
Ne, N2, H2, He,CO2
Ask how many CO2 molecules are released into the atmosphere if
(Answer: H2, He,
CH4, Ne, N2, CO2, ) Ask what must be the mass of meth
•
In what ways in your daily life can you apply this procedure?
Ask which can be used to fill up a balloon that can rise
up in the air. (H2, He, and CH4 because their molar mass is lighter than oxygen gas).
Ask why hydrogen and methane gas is not used in party balloons. (They are both flammable, He i
•
H. Making generalizations and abstractions about the lesson Ask them to describe molar mass.
Ask how to determine the massAsk
of one
howmole
to determine
an element
theand
no.aof
Ask
compound
moles
how and
to determine
particles from
the no.
a given
of mo
•
Ask if they think scientists do the same way
Ask (in the activity)
if moles whensubstances
of different counting the number
have of very
the same small particles such as atoms and molecules and what are the ins
mass.
Solve the problems on page 149Give
of thea LM.
short quiz. (See attachment #1)
Present table 5 in the LM on page 152 and give it as a quiz.
Watch the video “ One Mole and Avogadro’s Number” from https://www.youtube.com/ watch?v=g_BelGwRxG8&spf reload=5
V. REMARKS
VI. REFLECTION

B. No. of learners who require
additional activities for
Teacher
DAILY LESSON LOG Learning Area
SCIENCE


I. OBJECTIVES
A. Content Standard Use the unit mole that quantitatively measures the number of very small particles of matter.
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 • • Recall past lessons.
.Apply the concept of percentage
Prepare a concept map on the Mole Concept. •
Covert given mass into moles and number of particles and vice versa.
Answer test items correctly a
Calculate the percentage composition by mass
composition in of compounds
choosing given
grocery their chemical formula.
items.
•
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

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

Learning Resource (LR)portal
https://www.youtube.com/ watch?v=ZAxl502Yl9g
https://www.youtube.com /watch?v=wqZSxErQ7Ck
IV. PROCEDURES
A. Reviewing previous lesson or presenting the new lesson Recall on how to solve for the percentage
Recall on how to solve for molar mass of a compound.
How do you convert a given mass of a substance into number of moles and number of particles?
composition
Recall on how to determine the no. of moles and particles from of of
a given mass compounds
substance and vice versa.
Let them watch the video •

“What is a Mole?” from https://www.youtube.com /watch?v=wqZSxErQ7Ck

Ask the total number of students in the class and how many are males and females. Ask the pe
As a group, they will construct their own concept map on how to easily convert mass to mole Ask:
and to“Have youofgiven
number the task
particles by your
and vice parents
versa using to buy groceries
a marker in
and carto
Ask on the percentage by mass of hydrogen in one mole of water, given that in 18g of water th
C. Presenting •
Let them explain their concept map. Show the video “How to Calculate
examples/Instances of the new lesson
Based on the previous activities, ask how they will organize their knowledge on the concept of mole.
from
Present a label of canned goods such as corned beef or meat loaf. A
https://www.youtube.co m/watch?v=ZAxl502Yl
9g
•
Present the formula for determining the
percentage composition by mass of a compound.
• Give more examples on calculating the percentage composition of compounds.

Part I Perform Activity 6 Perform Activity 7:
Perform the problem solving on page 157 of the LM.
“Mole Map” “It’s Grocery Time!”
Perform the “Mole Relay” (See attachment #6 for the mechanics.)
Part II
Give the set of problems from page 154 of the LM to be answered individually.
E. Discussing new concepts and practicing new skills # 2 Answer the guide questions.
Discussion on the results of the activity
Discussion on the results of theDiscussion
activity 6. on the results of theDiscussion
activity. on the result of the activity.
Have students recite their answers to the guide questions.
G. Finding practical application of concepts and6.02x1023

Ask why skills in daily livingcalled the Avogadro’s Number.
particles • Calcium is important in our diet because it makes our bones hea
Follow up their search about the scientists involved in the development of mole concept. Have a discussion regarding this matte
The roots of the plants absorb the nutrients from the soil. Potassium is the mineral responsible for
Which calcium supplements contain the highest percentage of C

are you going to use?
Instruct them to search on the contributions of Amedeo Avogadro in science. Ask them what they think are the good qualities of Avogadro and other scientists i
CaCO3)
Calcium carbonate: CaCO3, Calcium
concept of mole that they want to emulate. citrate: Ca3(C6H5O7)2, Calcium gluconate:
Ca(C6H11O7)2
Remember that the decision on which supplement should take d
Calcium carbonate is used as an antacid, so it decreases the acid
Nutritionists
recommend that it should be taken with meals. (Meals cause sto
• Ask in what other ways they can make use of the concept on
percentage composition.
H. Making generalizations and abstractions about the lesson Ask why knowledge on percentage composition
Ask how to solve for the percentage composition of a compound.
Ask how to do conversions of mass to mole and to number of particles and vice versa.
Ask the importance of using the mole concept and molar mass of a compound in expressing amount of substance.
of substances is important.
V. REMARKS
VI. REFLECTION
B. No. of learners who require
additional activities for

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School Grade Level 9

Teacher Learning Area

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

A. Reviewing previous lesson or presenting

Explain the fault in

E. Discussing new concepts and practicing

Introduce the Quantum Mechanical Model of the Atom.

H. Making generalizations and abstractions

A. Content Standard The learners demonstrate understanding of

B. Performance Standard The learners should be able to

● Explain how ions are formed

electrons, electronegativity, and ionization energy

Discuss Lewis structure.

Do Activity 1 Do Activity 2 Do Activity 3 Do Activity 5

Discuss Guide questions. Do Activity 4 Discuss Guide questions.

P. Developing mastery Discuss the Octet Rule.

What element forms cation? Anion?

Quarter SECOND QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

B. Performance Standard The learners should be able to

● Explain how ions are formed

A. Reviewing previous lesson or presenting the new lesson

B. Establishing a purpose for the lesson

C. Presenting examples/Instances of the new lesson

E. Discussing new concepts and practicingDiscuss

G. Finding practical application of concepts and skills in daily living

H. Making generalizations and abstractions about the lesson

B. No. of learners who require additional activities for

remediation who scored below 80%

D. No. of learners who continue to require remediation

E. Which of my teaching strategies worked well? Why did these work?

DAILY LESSON LOG

Teaching Dates and Quarter SECOND

MONDAY TUESDAY WEDNESDAY THURDAY FRIDAY

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

pp. 96- 97 p.93

B. Other Learning Resource

A. Reviewing previous lesson or presenting the new lesson

Gather some answers to the students.

Let the students recall first how table salt forms.

(Answers must be noted to be used as the lesson progresses).

( Make a list of these characteristics on the board)

Divide the class into small groups and ask them to

Students must share the result of their investigation in the class.

E. Discussing new concepts and practicing new skills

F. Developing mastery (leads to Formative

G. Finding practical application of concepts

H. Making generalizations and abstractions

[1.] What is ion?

J. Additional activities for application or remediation

A. No. of learners who earned 80% in the evaluation

D. No. of learners who continue to require remediation

E. Which of my teaching strategies worked well?

School Grade Level 10

DAILY LESSON LOG Teaching Date and Time Quarter FOURTH

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

The variety of carbon compound (Organic Compounds)

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

pp.127,129 pp.131-132,142-143 pp.131-132 pp.132-135 pp.132-135

B. Other Learning Resource

http://2012books.lardbuck et.org./books/principlesof-general chemistryv1.0/s28-01-functionalgroups-and-classes-html

Recall carbon atoms How oil and gas formed?

B. Establishing a purpose for the lesson

the sides will be the students understanding of the word.