School Grade Level 9

Teacher Learning Area SCIENCE

DAILY Teaching Dates and Time Quarter SECOND
LESSON LOG

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standard
Use the unit mole that quantitatively measures the number of very small particles of matter.
B. Performance Standard
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 Calculate the mass of Describe the relationships Apply the mole concept in
knowledge about mole one mole of a substance among the number of completing a given set of
concept and using the periodic table of moles, mass, and number data.
percentage elements. of particles.
• Measure the mass of a
composition of
given number of
compounds.
objects.
• Measure the mass of
• Record the mass with
an object.
the correct number of
• Record the mass with
significant figures.
the correct number of
significant figures.
• Relate the mass of the
object to the number of
pieces per item.
II. CONTENT
Inter-conversions Among Mass, Moles and Number
Mole Concept Molar Mass
of Particles
III. LEARNING RESOURCES
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
 4. Additional Materials from https://www.youtube.com/
Learning Resource watch?v=g_BelGwRxG8&sp
(LR)portal
freload=5

B. Other Learning Resource

IV. PROCEDURES
A. Reviewing previous • Based on the previous • Ask how chemists • Describe molar mass.
lesson or presenting the Ask how scientists count activity, ask how large count tiny particles • Have students perform Recall on how to count
new lesson very small particles such quantities of objects can such as atoms and the Molar Mass Relay. particles of substances from
as atoms, ions and be counted conveniently. molecules. (See attachment #2 for given masses.
molecules. • Ask what counting unit • Ask what Avogadro’s the mechanics.)
Before answering the is used by chemists in number is.
question, let them answer counting tiny particles • Ask if one mole of
the Pre-Assessment in such as atoms and different substances
the LM on page 145. molecules and its have the same mass.
equivalent number.
B. Establishing a purpose • Ask how many Tell the students to come Tell the students to come to
• Ask students the
for the lesson hydrogen atom and to their corresponding their corresponding group
equivalence of the
oxygen atom are there group mates to perform mates to perform this
following counting
in one molecule of this activity. The first group activity. The first group to
units:
water or the atomic to answer correctly will be answer correctly will be
A Pair of shoes = ___
ratio. (2:1) given an artificial gold given an artificial golden cup
A Dozen of eggs =
• Ask why the unit mole • Ask the total no. of medal (prize is optional). (prize is optional).
___
consists of a very large atoms of hydrogen and Show them a picture of a Show them a picture of a
A Case of coke = ___
number compared to oxygen in a dozen gold medal thru a slide. golden cup. Tell students
A Ream of paper =
case, ream, and molecules of water. (24 (See attachment #3) that this golden cup contains
___
dozen. atoms of H and 12 3.01 x1024 atoms. (See
• Ask them the
• Ask if one mole of atoms of O). A pure gold medal has a attachment #4)
advantage of using
sulfur has the same • Ask what will be the mass of 591 g. Questions:
these units in counting
mass as one mole of number of atoms of H 1.) How many moles of 1. How many moles of gold
too many objects
aluminum. and O in one mole of gold atoms are there in the are there? (5 moles)
compared to counting
water molecules. (2 gold medal if its molar 2. What is the mass of the
them one by one.
moles or 1.21 x 1024 H mass is 197 g? (3 moles) golden cup? (The molar
• Ask them what other
atoms and 1 mole or 2.) How many atoms of mass of gold is 197 g, so the
ways to make counting
6.02 x 1023 O atoms) gold are present? (1.81 mass is 985g)
too many objects easier
x10 24 atoms) . Let them show their
and faster.
solution.

C. Presenting Mang Juan is
examples/Instances of constructing his bahay
the new lesson kubo and he needs to buy
a lot of iron nails.
How is 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 objects like iron nails?
Is it possible to determine
the exact number of iron
nails he bought for his
bahay-kubo using a 10 23 molecules or 1
weighing scale? How?
D. Discussing new Perform Activity1:
concepts and practicing “Counting by Getting
new skills # 1 the Mass of an Object”
(Demonstrate the proper
use of the platform
balance first.)
E. Discussing new Answer the guide
concepts and practicing questions.
new skills # 2
F. Developing mastery • Discussion on the
results of the activity.
• Ask what counting unit
is used by chemists in
counting tiny particles
such as atoms and
molecules and its
equivalent number.
• How can you calculate Let them show their
the mass of 1 mole of solution.
water molecules?
• The first who will
answer correctly will be
given a prize.
Present table 3 on page Ask how they convert a Ask how they convert a
150 of the module. given mass to moles then given number of moles into
• Ask how the molar to number of particles. mass in grams.
Present one mole of mass of oxygen gas
sulfur and one mole of O2, sugar, and
aluminum. The mass of hydrogen peroxide is
one mole of sulfur is determined.
32.01 g while the mass of • Ask if the same
one mole of aluminum is process is used as
27.00 g. Ask why one what they did with the
mole of different mass of 1 mole of
substances have different water.
masses. • Ask them how they will
prepare exactly 6.02 x
mole of table sugar.
Perform Activity 4: Perform Activity 5 “The
“The Relationship Chemist’s Mole”
Perform Activity 3:
Perform Activity 2: Among Mole, Mass and
“The Mass of One Mole
“Total Count Vs. Mass” Number of Particles”
of a Substance”
Answer the guide Answer the guide Answer the guide Answer the guide
questions. questions. questions. questions.
• Discussion on the • Discussion on the • Discussion on the results
results of the activity. • Discussion on the results of the activity. of the activity.
• Present table 3 on results of the activity. • Ask what mathematical • Ask what mathematical
page 150 of the LM. • Discuss how to derive operation is used to operation is used to
• Ask what tool the molar mass of convert a given mass convert a given no. of
provides information different substances into no. of moles. atoms into moles.
on the mass of one using the periodic (division) (division)
mole of an element. table.
 • Emphasize that (Ans. : the periodic • Ask what mathematical • Ask what mathematical
scientists are able to table of elements) operation is used to operation is used to
count very small convert no. of moles to convert a given moles into
particles by means of a particles. (multiplication) mass. (multiplication)
platform balance and
the periodic table.
Listed on the periodic
table the mass of 1
mole of an element.
• Ask why the equivalent
number is called
Avogadro’s number.
• Present and discuss
the sample problem in
the module on page
149.
G. Finding practical  Ask them to arrange Ask how many CO2 Ask what must be the mass
application of concepts the following molecules are released of methane (CH4) required to
and skills in daily living substances from the into the atmosphere if 32g produce 5 moles of CO2 if
lightest to heaviest. of methane (CH4) reacts burning 1 mole of methane
Ne, N2, H2, He,CO2 with 128 g of oxygen gas produces 1 mole of carbon
(Answer: H2, He, and produce 88g of CO2 dioxide. Ask how many CO2
CH4, Ne, N2, CO2, ) along with 72 g of water molecules are released out
Ask what can be a
 Ask which can be vapor. (Convert 88 g CO2 of this mass of methane.
convenient way of
used to fill up a into moles and to no. of (Show the chemical
counting large quantities Ask if 50 g of gold and 50
balloon that can rise particles, the answer is equation, see attachment
of objects. (counting by g of silver have the same
up in the air. (H2, He, 1.20x1024 molecules). #5). Ask how they think it will
getting the mass) number of atoms and
and CH4 because affect the environment, and
In what ways in your daily explain their answer.
their molar mass is what action must be done.
life can you apply this
lighter than oxygen
procedure?
gas).
 Ask why hydrogen
and methane gas is
not used in party
balloons. (They are
both flammable, He is
an inert gas).
 H. Making generalizations Ask if they think scientists Ask how to determine the Ask how to determine the Ask how to determine the
and abstractions about do the same way (in the mass of one mole an no. of moles and particles no. of moles and particles
the lesson activity) when counting • Ask them to describe element and a compound from a given mass of from a given mass of
the number of very small molar mass. substance. substance and vice versa.
particles such as atoms • Ask if moles of different
and molecules and what substances have the
are the instruments used. same mass.
(periodic table and
platform balance)
I. Evaluating learning Present table 5 in the LM
Solve the problems on Give a short quiz. (See on page 152 and give it
page 149 of the LM. attachment #1) as a quiz.
J. Additional activities for Watch the video “ One
application or Mole and Avogadro’s
remediation Number” from
https://www.youtube.com/
watch?v=g_BelGwRxG8&sp
freload=5
V. REMARKS
VI. REFLECTION
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?
 School Grade Level 9
DAILY Teacher Learning Area SCIENCE
LESSON LOG Teaching Dates and Quarter SECOND
Time

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

VII. OBJECTIVES
A. Content Standard
Use the unit mole that quantitatively measures the number of very small particles of matter.

B. Performance Standard
Analyse the percentage composition of different brand of two food products and decide on products on appropriate percentage
composition.

C. Learning Competency/Objectives S9MT-Iii-19 S9MT-IIj-20

.
Calculate the • .Apply the concept of • Recall past lessons.
percentage percentage • Answer test items
composition by mass of composition in correctly and honestly.
Covert given mass into compounds given their choosing grocery
Prepare a concept
moles and number of chemical formula. items.
map on the Mole
particles and vice versa. • Realize that the
Concept.
amount of substances
intake can be
monitored with the
use of percentage
composition.
VIII. CONTENT Inter-conversions
Among Mass, Moles and Mole Concept Percentage Composition of a Compound Summative Assessment
Number of Particles
IX. LEARNING RESOURCES
A. References
5. Teacher’s Guide pages pp.126-129 p. 130 pp. 130-132 pp. 130-132 p. 133
6. Learner’s Materials pages p.154 p. 155 pp. 155-157 pp. 157-158 p. 159
7. Textbook pages
 8. Additional Materials from
Learning Resource
(LR)portal
B. Other Learning Resource
X. PROCEDURES
A. Reviewing previous lesson
or presenting the new lesson How do you convert a
given mass of a substance
into number of moles and
number of particles?
B. Establishing a purpose for
As a group, they will
the lesson
construct their own
concept map on how to
easily convert mass to
mole and to number of
particles and vice versa
using a marker and
cartolina. Let them explain
their answer (5 pts.).
C. Presenting
examples/Instances of
the new lesson
Let them explain their
concept map.
https://www.youtube.com https://www.youtube.com
/watch?v=wqZSxErQ7Ck /watch?v=ZAxl502Yl9g
Recall on how to Recall on how to solve Recall on how to solve .
determine the no. of for molar mass of a for the percentage
moles and particles from compound. composition of
a given mass of compounds
substance and vice
versa.
Ask: “Have you given
• Ask the total number of the task by your parents
students in the class to buy groceries in the
and how many are supermarket? Do you
males and females. take time to look at the
Let them watch the video
Ask the percentage of nutritional facts of an
“What is a Mole?” from
male and female in the item before buying it?
https://www.youtube.co class. Why is it important to
m/watch?v=wqZSxErQ
• Ask on the percentage look at the nutritional
7Ck
by mass of hydrogen in facts before buying or
one mole of water, consuming a product?”
given that in 18g of
water there is 2 g of
hydrogen.
• Show the video “How Present a label of
to Calculate canned goods such as
Percentage Mass” corned beef or meat
Based on the previous
from loaf. Ask if all of the
activities, ask how they
https://www.youtube.c ingredients are good to
will organize their
om/watch?v=ZAxl502 one’s health. Ask how
knowledge on the
Yl9g one can regulate the
concept of mole.
• Present the formula for amount of food to be
determining the taken in order to keep a
percentage healthy lifestyle.
 composition by mass
of a compound.
• Give more examples
on calculating the
percentage
composition of
compounds.

D. Discussing new concepts

and practicing new skills # 1 Part I
Perform the “Mole Relay”
(See attachment #6 for the Perform the problem Perform Activity 7: “It’s
. Perform Activity 6
mechanics.) solving on page 157 of Grocery Time!”
“Mole Map”
Part II the LM.
Give the set of problems
from page 154 of the LM to
be answered individually.
E. Discussing new concepts Answer the guide
and practicing new skills # 2 questions.
F. Developing mastery Discussion on the result .
Discussion on the results of the activity.
Discussion on the results Discussion on the results
of the activity. Have students recite
of the activity. of the activity 6.
their answers to the
guide questions.
G. Finding practical The roots of the plants • Calcium is important in
application of concepts and skills Ask why 6.02x1023 absorb the nutrients from our diet because it
in daily living particles called the the soil. Potassium is the makes our bones
Avogadro’s Number. mineral responsible for a healthier.
Instruct them to search on Follow up their search healthy root system. If Which calcium
the contributions of about the scientists you were a farmer, which supplements contain
the highest percentage
Amedeo Avogadro in involved in the of the following fertilizers
of Calcium? (Ans:
science. Ask them what development of mole are you going to use? CaCO3)
they think are the good concept. Have a K2SO4, KCl, K2O, or Calcium carbonate:
qualities of Avogadro and discussion regarding this K2CO3? CaCO3, Calcium
other scientists involved in matter. citrate: Ca3(C6H5O7)2,
the development of the Calcium gluconate:
concept of mole that they Ca(C6H11O7)2
want to emulate. Remember that the
decision on which
 supplement should
take depends on side
effects and the advice
of a physician. Calcium
carbonate is used as an
antacid, so it decreases
the acidity in the
stomach. Nutritionists
recommend that it
should be taken with
meals. (Meals cause
stomach acid to be
produced for digestion).
• Ask in what other ways
they can make use of
the concept on
percentage
composition.
H. Making generalizations Ask the importance of Ask how to solve for the Ask why knowledge on
Ask how to do conversions
and abstractions about the using the mole concept percentage composition percentage composition
of mass to mole and to
lesson and molar mass of a of a compound. of substances is
number of particles and
compound in expressing important.
vice versa.
amount of substance.
I. Evaluating learning

J. Additional activities for

application or remediation
XI. REMARKS
XII. REFLECTION
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?