Republic of the Philippines

Department of Education
REGION VIII – EASTERN VISAYAS
SCHOOLS DIVISION OF CATBALOGAN CITY
SAMAR NATIONAL SCHOOL
Catbalogan City

Date: January 16, 2023

Section: G9-Talisay & Pinetree

DETAILED LESSON PLAN IN SCIENCE 9

QUARTER 2
Content Standard:
The unit, mole, that quantitatively measures the number of very small particles of matter
Performance Standard:
Analyze the percentage composition of different brands of two food products and decide
on the products’ appropriate percentage composition.
I. OBJECTIVE:

A. Most Essential Learning Competency

Use the mole concept to express mass of substances; (S9MT-IIi-19).
B. Instructional Objectives:
1. Apply the concept of percentage composition in choosing grocery items.
2. Realize that the amount of substance intake can be monitored with the use of
percentage composition.
3. Prepare a concept map on the mole concept.
4. Display cooperation and teamwork in performing the activity
II. SUBJECT MATTER
Topic: Mole Concept
KBI: Show cooperation in activities

III.Learning Resources

A. Materials: Chalk, Blackboard, Pictures

B. References: Grade 9 Science Learner’s Module pages 262-276
Grade 9 Science Teacher’s Material pages 306-314

IV. PROCEDURE
A. Drill/Elicit
Review of the previous lesson about the Relationships among Number of Moles and
Number of Particles.
 Directions: Test your understanding about the mole concept by answering the
following problems.

1. Aspartame (C14H18N2O5) is synthetic table sugar substitute in food and

drinks. If a food product needs 0.25 g of C14H18N2O5 to sweeten the
Chemitria cupcake, and you ate this food product, how many molecules of
aspartame have you eaten?
2. Paraffin (C22H46) is a wax used in candle making. During combustion, a 20.0
g candle produces 1.42 moles of CO2. How many molecules of CO2 are
released in the atmosphere after using the candle?

B. Engage
Can you show the relationship between the following properties using a concept map?
a. Mass and number of moles.
b. Number of moles and number of particles.

C. Explore
Discuss what to remember when performing the activity.

Activity: Mole Map

Materials
 Activity sheet
Procedure
Complete the following concept map with the appropriate terms using the
following words: ions, Avogadro’s number, mole, atoms, molecules, particles,
mass, compound, g/mole (molar mass), elements.

Activity 7: It’s
Grocery Time!
Materials:
 Grocery item containers or packages (food wrappers, can, bottles etc)
Procedure:
1. Get 3 samples of containers or packages of grocery items such as canned goods,
snacks, and beverages.
 2. List the substances written as contents/ingredients on the label. Choose two (2)
substances from each type of grocery item.
3. Research from a chemistry book or from the internet the chemical formula of the
substances on your list.
4. Compute for the percentage composition of the substances you have listed.
Q1. Based on this activity, what food do you regularly consume which gives your body a lot
of carbon (C) atoms and sodium (Na) ions?
Q2. Are these good for your body? Why? Research on how much of these types of food are
recommended for your age group.
Q3. In what other ways can you make use of the concept on percentage composition?
D. Explain
Activity: Mole Map

Activity: Mole Map

Q1. Based on this activity, what food do you regularly consume which gives your body a lot
of carbon (C) atoms and sodium (Na) ions? The answer of the leaners may vary depending
on their food preferences. Generally speaking, soft drinks, fruit juices in day packs,
cupcakes, and other foods which contain sugar that is reported as carbohydrates in the
nutrition facts will give them a lot of carbon atoms. On the other hand, grocery items
commonly known as “junk food,” such as crackers, potato chips, and corn chips and
canned goods contain salt that provide sodium ions to their body.
Q2. Are these good for your body? Why? Research on how much of these types of food are
recommended for your age group. Too much intake of those foods is not good for the
body. The Food and Nutrition Research Institute has a recommended value intake to
individuals of Junior High School (JHS) age.
Q3. In what other ways can you make use of the concept on percentage composition? The
concept on percentage composition can be used in the preparation of food (baking and
cooking), preservation of food, production of paste, paint, and alloy to name a few.
There is a wide variety of application for this topic.

E. Elaborate

The teacher will proceed to the discussion of the lesson about percentage composition.

Student will solve more problems involving percentage composition.

Soil that is already depleted with nutrients needs fertilizer. One of the nutrients needed
to replenish the soil is nitrogen. If you are an agricultural technician helping a farmer,
which among these fertilizers are you going to use. Show your computations to
convince the farmer of your choice.
a. ammonia (NH3)
b. ammonium sulfate (NH4)2SO4
c. ammonium nitrate, NH4NO3

1. In what other ways can we use percentage composition in our daily lives? Can
you give suggestions for its practical use?
2. In what other ways can you make use of the concept on percentage
composition?
3. How do find the percentage composition of a compound?
4. What subject area can you apply our topic to?

F. Evaluate
A. Give the importance of knowing percentage composition in the following:
1. Choosing the fertilizer
2. Buying T-shirt
3. Fruit juice in can

B. Calculate the percentage composition of Al (NO3)2.

G. Extend
A. Give two ways you make use of the concept on percentage composition.

B. Glucose (C6H12O6) is a six-carbon sugar (hexose) which is also known as the

blood sugar. It is an energy source that fuels our body. How many percent of carbon is
present in glucose?

V. Remarks

VI. Reflection
 Prepared by:

EDESSA D. MASINAS
SST I

NOTED:

BRIGIDA C. SINGZON
Science Head Teacher