Grades 1-12
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competencies / Objectives
Write LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1.Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
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*Checking of papers, Encoding of grades, IMs preparations
School DUQUIT HIGH SCHOOL Grade Level NINE
Teacher ABIGAEL R. PINEDA Learning Area SCIENCE
Teaching Dates and Time September 17-21, 2018 Quarter SECOND
Day 1
Marangal 12:50 -1:40(Day 1) Day 3 Day 5
Day 2 Day 4
Matiyaga 2:50 – 3:40(Day 1) Marangal 12:00 -12:50(Day 2) Marangal 12:50 -1:40(Day 4)
Matiyaga 2:50 – 3:40(Day 2) Matiyaga 2:50 – 3:40(Day 3)
Mapagbigay 3:40 – 4:30(Day Marangal 12:50 -1:40(Day 3) Matiyaga 2:50 – 3:40(Day 4)
Mapagbigay 3:40 – 4:30(Day 2) Mapagbigay3:40 – 4:30(Day 3)
1) Mapagbigay 3:40 – 4:30(Day
4)
The learners demonstrate an understanding of how atoms combine with other atoms by transferring or by sharing electrons.
The learners should be able to explain the formation of ionic and covalent bonds.
The learners should be The learners should be able to The learners should be able The learners should be able to The learners should be able
able to explain formation explain formation of ionic and to explain formation of ionic explain formation of ionic and to explain formation of ionic
of ionic and covalent covalent bonds. and covalent bonds. covalent bonds. and covalent bonds.
S9MT-IIa-13 S9MT-IIa-13
bonds.
S9MT-IIa-13 S9MT-IIa-13
S9MT-IIa-13
CHEMICAL BONDING CHEMICAL BONDING CHEMICAL BONDING CHEMICAL BONDING CHEMICAL BONDING
113-115 115-117 115-117 118-119 118-119
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the
new lesson
There are concepts you need
to know in order to fully
understand why atoms form
compound. Let us start with
the basic information, the
B. Establishing a purpose
for the lesson number of valence electrons,
octet rule and
electronegativity.
You can also show the number of
valence electrons through the
Lewis Symbol. This symbol is
composed of the chemical
symbol of the element and dots
that represent the number of
valence electrons.
You can also show the number of
valence electrons through the
Lewis Symbol. This symbol is
composed of the chemical symbol
of the element and dots that
represent the number of valence
electrons.
Metals have low negativity and
ionization energy, thus they tend
to transfer or loose electrons.
Non-metals have high
electronegativity and ionization
energy. They have greater
tendency to attract electrons
towards themselves. Thus, non-
metals tend to gain electrons.
Metals have low negativity
and ionization energy, thus
they tend to transfer or
loose electrons. Non-metals
have high electronegativity
and ionization energy. They
have greater tendency to
attract electrons towards
themselves. Thus, non-
metals tend to gain
electrons.

The valence electrons are You will gain information about You will gain information
the electrons directly chemical bonding that involves about chemical bonding that
involved in forming bond to gaining and losing electrons in involves gaining and losing
C. Presenting examples/ form compounds. It is our topic for today. electrons in our topic for
instances of new lesson important that you know the today.
number of valence electrons
so that you can illustrate
how bonds are formed.

D. Discussing new The student will perform Student Activity Student Activity Student Activity Student Activity
concepts and practicing Activity # 1 MAPPING THE
new skills #1 Use the given periodic table of Use the given periodic table of Select a metallic and non- Select a metallic and non-
PERIODIC TBALE.
elements to determine the elements to determine the metallic element. Write the metallic element. Write the
number of valence electrons. You number of valence electrons. You Lewis Symbol of the selected Lewis Symbol of the selected
may refer to the group number may refer to the group number elements. Take note of the elements. Take note of the
where it belongs in filling up the where it belongs in filling up the electronegativity value of both electronegativity value of
table. table. elements. Subtract the both elements. Subtract the
electronegativity value of the electronegativity value of the
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E. Discussing new concepts
and practicing new skills #2
F. Developing mastery
( Leads to Formative
Assessment 3)
G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations
and Abstractions about the
lesson
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metallic element from the non- metallic element from the
metallic element. non-metallic element.
N/A N/A N/A N/A N/A
Guide questions: Guide questions: Guide questions: Guide questions: Guide questions:
1. Where can you 1. Arrange the elements in 1. Arrange the elements in 1. What kind of element 1. What kind of
find metals, non- increasing order. increasing order. forms cation after ionic element forms
metals and 2. What do you notice with 2. What do you notice with bonding? cation after ionic
noble gases in the number of valence the number of valence 2. What kind of element bonding?
the periodic electrons, electrons, form anion after ionic 2. What kind of
table of electronegativity values electronegativity values bonding? element form anion
elements? and ionization energies of and ionization energies of 3. Why do ions forms after after ionic bonding?
2. Which number the elements? the elements? ionic bonding? 3. Why do ions forms
will give you an 3. What kind of element has 3. What kind of element has after ionic bonding?
idea on the the greatest tendency to the greatest tendency to
number of attract electrons? Why? attract electrons? Why?
valence 4. What kind of element 4. What kind of element
electrons? requires high energy to requires high energy to
remove its valence remove its valence
electrons? Why? electrons? Why?
Electronegativity is a After ionic bonding sodium After ionic bonding sodium
measure of the tendency of became isoelectronic with neon became isoelectronic with
an atom to attract electrons, while chlorine with argon, thus neon while chlorine with
the higher its value, the both sodium and chlorine argon, thus both sodium and
higher its tendency to attract attained stability. Isoelectronic chlorine attained stability.
electrons. How about means sodium attained the Isoelectronic means sodium
ionization energy? Did you same electronic configuration attained the same electronic
know that ionization energy with neon and in the case of configuration with neon and
is the energy needed to pull chlorine, it acquired the same in the case of chlorine, it
 or remove one or more configuration with that of argon. acquired the same
electron/s from a neutral Thus, both of them became configuration with that of
atom? The lower the stable. argon. Thus, both of them
ionization energy the easier became stable.
it is to remove its valence
electrons.

What kind of element has:

1. Less than 4 valence

electrons?
2. More than 4 valence
I. Evaluating learning electrons?
3. Low
electronegativity?
4. High
electronegativity?
5. Low ionization
energy?
6. High ionization
energy?
J. Additional activities for
application or remediation

V. REMARKS
VI. REFLECTION
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. of learners who
continue to require
remediation.
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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 by: Noted:

ABIGAEL R. PINEDA RODERICK HERNANDEZ MARISSA Q. ROXAS

SST- III Head Teacher I Principal III

Note: Day 5 (or during vacant time)

*Checking of papers, Encoding of grades, IMs preparations