Science Grade 9 Q2 PDF

PROTOTYPE AND CONTEXTUALIZED
DAILY LESSON PLANS IN GRADE 9

SCIENCE
QUARTER II (MATTER)
i
I
DEVELOPMENT TEAM – TABACO CITY DIVISION
Grade 9- Science
WRITERS:
1. Rolly C. Duroy 4. Chona B. Zamora

2. Arlen B. Bertiz 5. Dsiyola P. Catimbang
3. Tessie B. Collantes
LANGUAGE EDITORS: ILLUSTRATOR:

1. Pinky Farah B. Borjal Dana Mae C. Clarino
2. Laarnie G. Balin
DEMO TEACHERS:
1. Gilene B. Belen 5. Lorena B. Busque
2. Tina A. Baliza 6. Rizaly C. Martinez
3. Zairah Lorraine T. Bo 7. Claridel C. Buama
4. Aleli R. Barrameda 8. Dona B. Burac
VALIDATORS/QUALITY ASSURANCE TEAM:

1. Shirley V. Bataller 5. Elizabeth Bongala
2. Tomasa R. Camu 6. Nestor B. Brito
3. Merlita Cardano 7. Ronaldo C. Reyes
4. Agnes Barsaga
LAY-OUT ARTIST EDITOR

1. Criz T. Nuyles 1. Shirley V. Bataller
ii
TABLE OF CONTENTS
Grade 9 Science
QUARTER 2 (MATTER)
Content
Page
TABACO CITY DIVISION GRADE 9
SCIENCE DEVELOPMENT TEAM UNPACKED II
LEARNING COMPETENCIES
TABLE OF CONTENTS III
LC 1. Describe how the Bohr’s model of the atom 1

improved Rutherford’s Atomic Model (S9MT-IIa-21)
Lesson 1: Electronic Structure of Matter 1
and Quantum Mechanical Model
of the Atom
LC 2. Explain how the quantum mechanical model of 6

the atom describes the energy and positions of
the electrons (S9MT-IIa-22)
Lesson 1: Electron Configuration 6
LC 3. Explain the formation of ionic and covalent 10
bonds (S9MT-IIa-13)
Lesson 1: Ionization Energies,Electronegativity 10
Values, Valence Electrons and Lewis Dot Symbols
of Metals and Nonmetals
LC 4. Recognize different types of compounds (ionic or covalent) 18
based on their properties such as melting point, hardness,

polarity, and electrical and thermal conductivity.(S9MT-IIb-14 )
Lesson 1-2: Properties of Ionic and Covalent Compounds 18
Lesson 3-4: Distinguishing Characteristics of Compounds 21
due to Ionic and Covalent Bonds
LC 5: Explain properties of metals in terms of their 27

bond structure.(S9MT-IIc-d-15 )
Lesson 1-2: Metallic Bonding 27
iii
Lesson 3-4: Illustration and Construction of a Model of 32
Metallic Bond
Lesson 5-6: Metallic Properties 35
Lesson 7-8: Uses of Metals 43
LC 6: Explain how ions are formed. (S9MT-IIe-f-16) 48

Lesson 1-2: Nature of Ions 48
Lesson 3-4: Bonding by Transfer of Electrons 55
Lesson 5-6: Ion Formation 59
Lesson 7-8: Ion Sources 63
LC 7: Explain how the structure of the Carbon atom affects the type 69
of bonds it forms. (S9MT-IIg-17)
Lesson 1-2: Carbon Atoms/Organic Compounds 69
Lesson 3-4: Properties of Organic Compounds 72
LC 8: Recognize the general classes and uses of organic 75

compounds. (S9MT-IIh-18 )
Lesson 1-2: Hydrocarbons 75
Lesson 3-4: Alcohol and Carbonyl Containing Compound 78
LC 9: Use the mole concept to express mass of substance; 82

and (S9MT-IIi-19)
Lesson 1-2: Mole concept 82
Lesson 3: Mole Applications 86
Lesson 4: Mole Concept 90
LC 10: Determine the percentage composition of a compound 94

given its chemical formula and vice versa.(S9MT-IIj-20)
Lesson 1: Percentage Composition 94
Lesson 2: Percentage Composition of a Compound 97
iv
v
School: Grade Level: 9
Teacher: Learning Area: Science
Time and Date: 1session Quarter/Week/Day Q2W1D1
I. OBJECTIVES
A Content Standard The Learners demonstrate an understanding of the
. development of atomic models that led to the description of
the behavior of electrons within atoms.
B Performance Standard The Learners shall be able to:

. Identify ways by which we can minimize the effects of
fireworks/pyrotechnics to health and the environment.
C Learning Competency The Learners should be able to:

. describe how the Bohr model of the atom improved
Rutherford’s Atomic Model. (S9MT-IIa-21)
1. Describe how the Bohr model of the atom improved
Rutherford’s atomic model.
2. Explain how the quantum mechanical model of the atom
describes the energy and position of the electrons
II. CONTENT Electronic Structure of Matter and Quantum
Mechanical Model of the Atom
III LEARNING RESOURCES

.
A. References
1. Teacher’s Guide pp.82-87
pages
2. Learner’s Module pp.100-107
pages
3. Textbook pages
4. Other additional
materials from
Learning
Resource(LR) Portal
B Other learning https://www.youtube.com/watch?v=NEUbBAGw14k
. resources Chemistry by Lemay, Brown and Bursten
IV. PROCEDURE A B
A ELICIT
. How did Rutherford visualize How did Rutherford
the electrons in his atomic visualize the electrons in
model.(Show Rutherford’s his atomic model.(Show
model of the atom) Rutherford’s model of the
atom)
1
B ENGAGE 1. Did Niels Bohr accept the 1. Did Niels Bohr accept
. idea of Rutherford? the idea of Rutherford?
2.The teacher presents Bohr’s 2. The teacher presents

Model of the atom and then Bohr’s Model of the atom
asks the students to compare it and then asks the students
with Rutherford’s atomic model. to compare it with
Rutherford’s atomic model.
Ask:
a. Why did Neil’s Bohr Ask:
propose a modification a. Why did Neil’s Bohr
of Rutherford’s model? propose a
b. How did the Boh’s modification of
model of the atom Rutherford’s
improve Rutherford’s model?
atomic model of the b. How did the Boh’s
atom? model of the atom
*The teacher discusses Figures improve
1 and 2 in the Learner’s Module Rutherford’s atomic
(p. 102). model of the atom?
*The teacher discusses
3. Then show picture of Figures 1 and 2 in the
Quantum Mechanical Model of Learner’s Module (p. 102).
the Atom.
3. Then show picture of
Quantum Mechanical
Model of the Atom.
2
4. Ask: 4. Ask:
a. How will you compare it to
Bohr’s and Rutherford’s model a. How will you compare it
of the atom? to Bohr’s and Rutherford’s
b. Using this model, do you model of the atom?
think it would be possible to tell
the exact location of the b. Using this model, do
electrons?
you think it would be
possible to tell the exact
location of the electrons?
C EXPLORE Learners perform Activity 2: Learners perform Activity
. Predicting the Probable 2: Predicting the Probable
Location of an Electron (p. 104 Location of an Electron (p.
– 105 of the Learner’s Module) 104 – 105 of the Learner’s
Module)
D EXPLAIN 1.Presentation of Output 1.Presentation of Output

.
2.How are your results in the 2.How are your results in
activity similar to the distribution the activity similar to the
of electrons in an atom? distribution of electrons in
an atom?
3.What is stated in
Heisenberg’s uncertainty 3.What is stated in
principle? Heisenberg’s uncertainty
principle?
4.Is it possible to determine the
exact position of the electron? 4.Is it possible to
determine the exact
6.Explain the Quantum position of the electron?
Mechanical Model of Atom.
6.Explain the Quantum
7.Why is Quantum Mechanical Mechanical Model of Atom.
Model more acceptable than
the Bohr’s model of the atom? 7. Why is Quantum
Mechanical Model more
acceptable than the Bohr’s
model of the atom?
E ELABORATE 1.Present Table 2: Principal 1.Present Table 2:
. Energy Levels and Sublevels of Principal Energy Levels
Electrons (p.107 of the and Sublevels of Electrons
Learner’s Module) and Figure (p.107 of the Learner’s
3
5. Shapes of s and p Orbitals Module) and Figure 5.
(p. 107) Shapes of s and p Orbitals
(p. 107)
2.How did orbitals differ from
energy levels? 2.How did orbitals differ
from energy levels?
3. How many types of orbitals
are in principal energy level 3. How many types of
three? orbitals are in principal
energy level three?
4. How many atomic orbitals
are in the highest sublevel of 4. How many atomic
principal energy level three? orbitals are in the highest
sublevel of principal energy
5. What are the shapes of level three?
s,p,d,f orbitals?
5. What are the shapes of
s,p,d,f orbitals?
.
F EVALUATE 1. Describe how Bohr’s model 1. Describe how Bohr’s
. of the atom improved model of the atom
Rutherford’s atomic model? improved Rutherford’s
atomic model?
2. Explain the quantum
mechanical model of the atom 2. Explain the quantum
mechanical model of the
3. How is quantum mechanical atom
model different from Bohr’s and
Rutherford’s model of the 3. How is quantum
atom? mechanical model different
from Bohr’s and
Rutherford’s model of the
atom?
G EXTEND View a video on flame test and View a video on flame test
. relate it to Bohr’s atomic model. and relate it to Bohr’s
https://www.youtube.com/watch atomic model.
?v=NEUbBAGw14k https://www.youtube.com/
Answer the following: watch?v=NEUbBAGw14k
1.Why is it that there are Answer the following:
different colors emitted in the 1.Why is it that there are
flame test? different colors emitted in
2.What does the flame test the flame test?
prove about the inner structure 2.What does the flame test
of the atom? prove about the inner
3.How will you explain the structure of the atom?
colors in fireworks using Bohr’s 3.How will you explain the
concept? colors in fireworks
usinBohr’s concept?
4. From what you learned about
the components of fireworks, 4. From what you learned
are you still in favour of using about the components of
them during special occasions? fireworks, are you still in
Why or why not? favour of using them during
4
special occasions? Why or
why not?
V. REMARKS
VI. REFLECTION
VII. OTHERS
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 it work?
F. What difficulties
did I encounter
which my principal
or supervisor can
help me solve?
G. What innovation or
localized
material/s did I
use/discover
which I wish to
share with other
teachers?
5
Time and Date: 1 session Quarter/Week/Day Q2W1D2
I. OBJECTIVES
A Content Standard The Learners demonstrate an understanding of the
. development of atomic models that led to the description
of the behavior of electrons within atoms.
. Identify ways by which we can minimize the effects of
fireworks/pyrotechnics to health and the environment.
. explain how the quantum mechanical model of the atom
describes the energy and positions of the electrons.
(S9MT-IIa-22)
1. Describe the arrangement of electrons in the various
energy levels
2. Devise rules in filling up the orbitals with electrons
II. CONTENT Electron Configuration

.
A. References
1. Teacher’s Guide pages pp.88-89
2. Learner’s Module pages p.108
3. Textbook pages
4. Other additional materials
from Learning
Resource(LR) Portal
B Other learning resources
. https://www.youtube.com/watch?v=Vb6kAxwSWgU
IV. PROCEDURE A B
A ELICIT Present 2 figures showing Present 2 figures showing
. mnemonic device: mnemonic device:
Fig A:
Fig B:
Account for any similarities
and differences between
the two figures
Fig 1.
6
Fig 2.
Account for any similarities

and differences between
the two figures.
B ENGAGE Given the number of Given the number of
. electrons of a potassium electrons of a carbon atom,
atom, distribute its distribute its electrons in
electrons in various energy various energy levels.
levels.
C EXPLORE Learners perform Activity Learners perform Activity
. 3: Electron Configuration 3: Electron Configuration
(p.108-09 of the Lerner’s (p.108-09 of the Lerner’s
Module) Module)
D EXPLAIN 1.Output presentation and 1.Output presentation and
. processing processing
2.Present video on 2. Present video on

electron configuration electron configuration
https://www.youtube.com/ https://www.youtube.com/
watch?v=Vb6kAxwSWgU watch?v=Vb6kAxwSWgU
3.What is electron 3.What is electron

configuration? configuration?
4.What are the rules in 4.What are the rules in

writing the electron writing the electron
configuration of an configuration of an
element? element?
7
5.Discuss Table 3 5.Discuss Table 3
Arrangement of electrons Arrangement of electrons
in the atoms of the first 10 in the atoms of the first 10
elements (p. 108 of the elements (p. 108 of the
Learner’s Module) Learner’s Module)
6.How did you fill-up the 6.How did you fill-up the
orbitals of electrons using orbitals of electrons using
the different methods: the different methods:
a.graphical method a.graphical method
b. electron configuration b. electron configuration
(long-hand notation) (long-hand notation)
c. noble gas core c. noble gas core
configuration configuration
d. valence configuration d. valence configuration
e. orbital notation
7.How are electrons 7.How are electrons

distributed in the different distributed in the different
energy levels? energy levels?
E ELABORATE How are the following A.What is stated in the

. principles applied in writing following principles
the electron configuration applied in writing the
of an element: electron configuration of an
element:
1.Aufbau Principle
2. Pauli Exclusion Principle 1.Aufbau Principle
3.Hund’s Rule of 2. Pauli Exclusion Principle
Multiplicity 3.Hund’s Rule of
Multiplicity
B.Using the elements in
Activity 3, learners B.Using the elements in
distribute the electrons Activity 3, learners
through the following distribute the electrons
methods: through the following
a.graphical method methods:
b. electron configuration a.graphical method
(long-hand notation) b. electron configuration
c. noble gas core (long-hand notation)
configuration c. noble gas core
d. valence configuration configuration
e. orbital notation d. valence configuration
F EVALUATE Distribute the electrons of Distribute the electrons of

. Barium and Radon through Rubidium and Iodine
the following methods: through the following
methods:
a.graphical method
b. electron configuration a.graphical method
(long-hand notation) b. electron configuration
c. noble gas core (long-hand notation)
8
configuration c. noble gas core
d. valence configuration configuration
e. orbital notation d. valence configuration
G EXTEND 1. Define the following: 1. Define the following:

. a. ionization energy a. ionization energy
b.electronegativity b.electronegativity
2.Give the steps writing the 2.Give the steps writing the
Lewis dot symbol of an Lewis dot symbol of an
element. element.
V. REMARKS
VI. REFLECTION
VII. OTHERS
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 it work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
localized material/s did
I use/discover which I
wish to share with
other teachers?
9
Time and Date: Quarter/Week/Day Q2W2D3
I. OBJECTIVES
A Content Standard The learners demonstrate an understanding of:
. 1. how atoms combine with other atoms by transferring
or by sharing electrons.
2. forces that hold metal together.
B Performance Standard The learners shall be able to:

. Present an analysis of the data gathered on diseases
resulting from ion deficiency or too much ion intake
C Learning Competency The learners should be able to:

. Explain the formation of ionic and covalent
bonds.(S9MT-IIa-13 )
1. Compare the ionization energies, electronegativity
values and number of valence electrons of metals and
non-metals
2. Draw the Lewis Dot symbols of some metals and non-
metals
II. CONTENT Ionization Energies, Electronegativity Values, Valence
Electrons and Lewis Dot Symbols of Metals and
Nonmetals
.
A. References
1. Teacher’s Guide pages p.90-92
2. Learner’s Module pages p.113-117
3. Textbook pages
from Learning
Resource(LR) Portal
.
IV. PROCEDURE A B
A ELICIT Where are the metals, non- Where are the metals, non-
. metals, and noble gases metals, and noble gases
located in the periodic located in the periodic
table? table?
B ENGAGE *How will you describe the The learners define
. trend or pattern observed Electronegativity and
in the IE and Ionization energy.
electronegativity values of *How will you describe the
the elements from left to trend or pattern observed
right of the periodic table? in the IE and
electronegativity values of
the elements from left to
right of the periodic table?
C EXPLORE The learners perform the The learners will perform

. following Individualized the following Individualized
10
Guided Exercises: Guided Exercises:
1. Answer Guide 1. Answer Guide

Question Numbers 4-8 on Question Numbers 4-8 on
pp. 114-115 of the LM. pp. 114-115 of the LM.
2. Complete Table 1 on 2. Complete Table 1 on

p. 115 of the LM. In Writing p. 115 of the LM. In Writing
the Lewis symbol of the the Lewis symbol of the
element, they will follow element, they will follow
these steps: these steps:
(Please provide (Please provide
samples/illustrations for samples/illustrations for
every step.) every step.)
*NOTE: The teacher may *NOTE: The teacher may
give examples first based give examples first based
on the steps. on the steps.
a.Lewis Symbols are a.Lewis Symbols are

Valence Electron-Dot Valence Electron-Dot
Symbolism. The number of Symbolism. The number of
dot/s around the chemical dot/s around the chemical
symbol of an element is symbol of an element is
equal to its family no. or equal to its family no. or
no. of valence electron/s. no. of valence electron/s.
b. Write the chemical b. Write the chemical

symbol of the element. symbol of the element.
Imagine that it has four Imagine that it has four
corners. Each corner can corners. Each corner can
only have a pair of dots only have a pair of dots
(maximum). The placing of (maximum). The placing of
dots or valence electrons is dots or valence electrons is
done one at a time in a done one at a time in a
clockwise manner before clockwise manner before
pairing. pairing.
D EXPLAIN 1.What can you infer when 1.What can you infer when
. an element has high an element has high
electronegativity? electronegativity?
2.How about when another 2.How about when another

element possesses very element possesses very
low ionization energy? low ionization energy?
E ELABORATE The concept of Screening With the aid of a graphical

. effect of inner electrons distribution of electrons for
maybe included for sodium and chlorine, how
advanced learners. will you explain why
metallic elements require
lower amount of IE in the
removal of their valence
electron/s whereas non-
metals have the greatest
11
capability of attracting
valence electron/s?
F EVALUATE A. Tell if the statement is A. Tell if the statement is
. correct or not. correct or not.
1. Metals have less than 4 1. Metals have less than 4
valence electrons while valence electrons while
non-metals have more non-metals have more
than 4 valence electrons. than 4 valence electrons.
2. Nonmetals exhibit lower 2. Nonmetals exhibit lower
electronegativities. electronegativities.
3. Metals have lower 3. Metals have lower
ionization energies. ionization energies.
4. Bromine has seven 4. Bromine has seven
valence electrons. valence electrons.
5.Potassium, which is a 5.Potassium, which is a
non-metal, has only one non-metal, has only one
valence electron. valence electron.
B.Write the Lewis symbols B.Write the Lewis symbols

of barium, tellurium, lead, of chlorine, calcium, iodine,
sulphur, and indium. (Item sulphur, and potassium.
nos. 6-10.) (Item nos. 6-10.)
G EXTEND
. 1.What is a chemical 1.What is a chemical
bond? bond?
2.Give the types of 2.Give the types of
chemical bond. chemical bond.
V. REMARKS
VI. REFLECTION
VII. OTHERS
earned 80% on the
require additional
activities for
remediation.
C. Did the remedial
learners who have
caught up with the
lesson.
continue to require
remediation.
12
Why did it work?
encounter which my
can help me solve?
wish to share with
other teachers?
13
Time and Date: 1 session Quarter/Week/Day Q2W2D4
I. OBJECTIVES
A Content Standard The learners demonstrate an understanding of how
. atoms combine with other atoms by transferring or by
sharing electrons

. present an analysis of the data gathered on diseases

. explain the formation of ionic and covalent bonds.(S9MT-
IIa-13 )
1. Explain how ionic and covalent bonds formed
2. Differentiate ionic from covalent bond.
3. Illustrate ionic and covalent bond formation
II. CONTENT Ionic and Covalent Bonding

.
A. References
1. Teacher’s Guide pages p.93-95
2. Learner’s Module pages p. 119-125
3. Textbook pages
from Learning
Resource(LR) Portal
B Other learning resources The Cartoon Guide to Chemistry pp. 45-57
.
IV. PROCEDURE A A
A ELICIT The learners are tasked to The learners are tasked to
. imagine a metal with very imagine a metal with very
low ionization energy and low ionization energy and
electronegativity and a electronegativity and a
non-metal with very high non-metal with very high
Ionization energy and Ionization energy and
electronegativity involved electronegativity involved
in a tug-of-war. Describe in a tug-of-war. Describe
what happens. what happens.
**The teacher may show **The teacher may show
this image after the this image after the
students have given their students have given their
ideas: ideas:
14
B ENGAGE The teacher asks student Learners answer the
. volunteers to pantomime questions:
what will happen as they
act it out as non-metals. *How about two non-
They may also draw it. metallic atoms involved in
a tug-of-war? Will the
string be broken? Why?
*How about their valence

electrons? Will they be
transferred?
*What type of chemical

bonds will exist among
their atoms?
C EXPLORE 1. Two groups are given a pair of actual samples
. categorized as A and B in the table below. Each group
completes the blanks using the Periodic Table.
Chemical
Common Symbol/ Chemical Elements Nature/Type
Name Formula Bond Type Present of Element
A.Table Salt NaCl IONIC
Lime/Apog CaO IONIC
B.Table
C12 H22 O11
Sugar COVALENT
Vinegar
Water- H2 O
containing
Acetic Acid –
Water and COVALENT
CH3 COOH
Acetic Acid
2. After the groups have presented their outputs, the

class will complete these stated concepts using the
terms ionic or covalent.
A _____ bond is seen in the interactions of non-
metallic elements with one another.
The term _____ bond generally happens from the
interaction of metals from the far left side of the periodic
table with non-metallic elements from the far right side
(excluding the noble gases).
D EXPLAIN 1.What is a chemical 1.What is a chemical
15
. bond? bond?
2.How will you differentiate 2.How will you differentiate

ionic from covalent bond? ionic from covalent bond?
Why do you say so? Why do you say so?
3.Why is it acceptable to 3.Why is it acceptable to

refer to these bonds as refer to these bonds as
chemical forces? chemical forces?
4.How about Agua 4.How about Agua

Oxigenada which is Oxigenada which is
chemically named as chemically named as
Hydrogen Peroxide? What Hydrogen Peroxide? What
type of chemical bond do type of chemical bond do
you think are present in it? you think are present in it?
E ELABORATE A.Discuss how ionic and Discuss how ionic and

. covalent bonds are formed covalent bonds are formed
using the elements below. using the elements below.
1. Mg & O 1. Na & Cl
2. C & H 2. H&O
B.Learners perform Activity B.Learners perform Activity

3 & Activity 4 (p. 118-120 3 & Activity 4 (p. 118-120
of the Learners Module) of the Learners Module)
F EVALUATE 1-2.Differentiate ionic 1-2. Differentiate ionic

. from covalent bond from covalent bond
3-5.Tell what type of 3-5.Tell what type of

chemical bond is expected chemical bond is expected
in: in:
a. Calcium Fluoride in a. Calcium Fluoride in
toothpaste, CaF2 toothpaste, CaF2
b. Baking Soda/Sodium b. Baking Soda/Sodium
Bicarbonate, NaHCO3 Bicarbonate, NaHCO3
c.Tablesugar, C12H22O11 c. Table sugar, C12H22O11
6-10.Ilustrate and 6-10.Ilustrate and

identify the type of bond identify the type of bond
formed between the formed between the
following pair of elements: following pair of elements:
a. Na & O a. Ca & O
b. N & H b. C & Cl
G EXTEND A. TheCheMathematicians- A. TheCheMathematicians-

. Prove whether the Prove whether the
following combination of following combination of
elements will constitute elements will constitute a
what type of bond. Get covalent bonding. Get their
their electronegativity electronegativity
difference. Write your difference. Write your
16
answers on the table. answers on the table.
Pair of Type of Pair of Type of

elements bond elements bond
Cl and Cl Cl and Cl
H and O H and O
H and Cl H and Cl
Na and O Na and O
V. REMARKS
VI. REFLECTION
VII. OTHERS
earned 80% on the
require additional
activities for
remediation.
C. Did the remedial
learners who have
caught up with the
lesson.
continue to require
remediation.
Why did it work?
encounter which my
can help me solve?
wish to share with
other teachers?
17
Time and Date: 2 sessions Quarter/Week/Day Q2W2D1-2
I. OBJECTIVES

. 1. how atoms combine with other atoms by
transferring or by sharing electrons.

. present an analysis of the data gathered on diseases

. Recognize different types of compounds (ionic or
covalent) based on their properties such as melting
point, hardness, polarity, and electrical and thermal
conductivity.(S9MT-IIb-14 )
1. Perform experiment on ionic and covalent bonds
2. Recognize ionic and covalent compound based
on their physical properties
II. CONTENT Properties of Ionic and Covalent Compounds

.
A. References
1. Teacher’s Guide pages p.95
2. Learner’s Module pages pp. 123-124
3. Textbook pages
from Learning
Resource(LR) Portal
.
IV. PROCEDURE A B
A ELICIT What is an ionic bond? What is an ionic bond?
. How about covalent bond? How about covalent bond?
B ENGAGE Why is it that sugar melts Why is it that sugar melts

. faster than table salt when faster than table salt when
heated? heated?
. 6: Differences Between 6: Differences Between
Ionic and Covalent Ionic and Covalent
Compounds (p.123-124 of Compounds (p.123-124 of
the Learner’s Module) the Learner’s Module)
D EXPLAIN 1.What are the compounds 1.What are the compounds
. that dissolved easily in that dissolved easily in
water? What type of water? What type of
compounds are these? compounds are these?
2. In which solution was 2. In which solution was

electricity able to pass electricity able to pass
18
through? In which solution through? In which solution
could electricity hardly could electricity hardly
pass through? pass through?
3.Which solutions 3.Which solutions

contained ionically bonded contained ionically bonded
solutes? covalently bonded solutes? covalently bonded
solutes? solutes?
E ELABORATE 1.Is there a relationship 1.Give the relationship

. between the type of bond between the type of bond
present in a compound and present in a compound and
the ability of its aqueous the ability of its aqueous
solution to conduct solution to conduct
electricity? Explain. electricity?
2.Make a general 2.Make a general

statement about the statement about the
properties of ionic and properties of ionic and
covalent compounds covalent compounds
F EVALUATE 1.Substance A is an ionic 1.Substance A is an ionic
. compound. In what state compound. In what state
will it conduct electricity? will it conduct electricity?
A. solid B. Liquid A. solid B. Liquid
(melted form) C. (melted form) C.
Solution Solution
a. A,B, and C a. A,B, and C
b. A & C only b. A & C only
c. B & C only c. B & C only
d. none d. none
Explain your answer.
2.Substance B is a
2.Substance B is a covalent compound. In
covalent compound. In what state will it conduct
what state will it conduct electricity? Use the same
electricity? Use the same choices as in #1.
choices as in #1 and
explain your answer.
G EXTEND Research on household Research on household
. materials which contain materials which contain
ionic and covalent ionic and covalent
compounds. List down compounds. List down
their properties. their properties.
V. REMARKS
VI. REFLECTION
19
VII. OTHERS
earned 80% on the
require additional
activities for
remediation.
C. Did the remedial
learners who have
caught up with the
lesson.
continue to require
remediation.
Why did it work?
encounter which my
can help me solve?
wish to share with
other teachers?
20
Time and Date: 2 sessions Quarter/Week/Area Q2W2D3-4
I. OBJECTIVES
sharing electrons.

. Recognize the different types of compounds (ionic or
covalent) based on their properties(S9MT-IIb-14 )
1. perform and view (video) experiments on
solubility and conductivity tests of compounds
containing ionic and covalent bonds
2. cite and explain characteristics distinguishing
ionic from covalent compounds
3. appreciate the importance and technological
applications of such bonds/compounds
II. CONTENT Distinguishing Characteristics of Compounds due to Ionic

and Covalent Bonds
.
A. References
3. Textbook pages
from Learning
Resource(LR) Portal
B Other learning resources Chemistry- The Central Science 6th ed. By Brown, Lemay
. and Bursten pp. 263-267
21
IV. PROCEDURE A B
A ELICIT Show hand signs to signify whether the

. image/diagram/video represents/is related to IONIC or
COVALENT bonding.
Figure 1 Figure 3
Figure 2 Figure 4
B ENGAGE The learners complete a The learners complete a

. Venn diagram on chemical Venn diagram on chemical
bonding. They will refer to bonding. They will refer to
the choices below. the choices below.
CHOICES: sharing of CHOICES: sharing of

electrons, transfer of electrons, transfer of
electrons, ions, molecules, electrons, ions, molecules,
metal and nonmetal, two metal and nonmetal, two
nonmetals nonmetals
C EXPLORE Various group tasks are Various group tasks are

. given. Please refer to the given. Please refer to the
attached task sheets. attached task sheets.
22
D EXPLAIN How can one tell if a How can one tell if a
. sample or compound has sample or compound has
ionic or covalent bond? ionic or covalent bond?
E ELABORATE *How do the uses and *How do the uses and

. applications of compounds applications of compounds
in relation to ionic and in relation to ionic and
covalent bonds benefit covalent bonds benefit
you? In what way? you? In what way?
F EVALUATE The learners place The learners place

. additional characteristics of additional characteristics of
compounds with ionic or compounds with ionic or
covalent bond in the Venn covalent bond in the Venn
diagram that they have diagram that they have
completed at the start of completed at the start of
the lesson. They will the lesson. They will
provide an explanation to provide an explanation to
their answer. their answer.
G EXTEND Test the conductivity of the Test the conductivity of the

. energy drinks using energy drinks using
available conductivity tester available conductivity tester
then identify which is an then identify which is an
electrolyte or electrolyte or
nonelectrolyte. Put a √ or x nonelectrolyte. Put a √ or x
mark. mark.
Samples Conductivity Samples Conductivity

1. 1.
2. 2.
3. 3.
4. 4.
V. REMARKS
VI. REFLECTION
VII. OTHERS
earned 80% on the
require additional
activities for
remediation.
C. Did the remedial
learners who have
23
caught up with the
lesson.
continue to require
remediation.
Why did it work?
encounter which my
can help me solve?
wish to share with other
teachers?
24
TASK SHEET
GROUP NO. 1: SOLUBILITY and ELECTRICAL CONDUCTIVITY TEST

(Present your results in table form)
A.Half-fill each test tube containing a solid compound with water. Shake well, then observe
their solubility in water.
B.Transfer a small amount of a liquid sample in a Petri dish. Test whether the compound
dissolved in water conducts electricity or not using the improvised electrical conductivity
apparatus.
GROUP NO. 2: VIDEO EXPERIMENTS ON SOLUBILITY AND CONDUCTIVITY

View the video experiments utilizing ionic and covalent samples. Make a table of the results
and data of the experiments in the video.
GROUP NO. 3: Read the paragraph regarding the properties of compounds in relation to
ionic and covalent bonds. Based on the given information identify the correct diagram
that fits each property mentioned in the paragraph.
Compounds held by ionic bonds are crystals consisting of oppositely charged ions each of
which is strongly bonded to the closest neighbor. They have high densities because of the tight
arrangement of the ions. They have high melting points as a result of the high amount of energy
needed to overcome the attractive forces between the ions. Similarly they have high boiling points
because much energy is needed to separate the ions. Their crystal structure does not allow
movement of electrons; hence, they do not conduct electricity. However, polar covalent solvent
like water can dissolve the crystals and allow movement of ions.
Covalent bonds create molecules that can separate from each other when a lower amount
of energy is added to them. Thus, molecular covalent compounds usually have low melting and
boiling points. They tend to be soft and relatively flexible because they easily break. They are
usually gases, liquids and soft solids. Those containing hydrocarbons (hydrogen and carbon atoms)
tend to be more flammable than ionic compounds. Many covalent solids don’t dissolve well in
water. Very few compounds that are soluble dissolve into molecules rather than dissociate into
ions, so typically they do NOT conduct electricity.
25
GROUP NO. 4. Read and understand this paragraph. Answer a set of questions at the end.
"Ionic compounds have long had a wide variety of uses and applications. Many
minerals are ionic. They easily dissolved to provide electrolyte solutions. In medicine,
electrolyte replacement is needed when a person has prolonged vomiting or diarrhea, and
as a response to strenous athletic activity. Ionic liquids are consisting entirely of ions and
can be further defined as molten salts having melting points lower than 100 degree Celsius.
They are used as electrolyte materials like in lithium/sodium ion batteries due to their
characteristic properties such as nonvolatility, high thermal stability and high ionic
conductivity. The cleansing action of soap and detergents is due to the presence of the polar
covalent and ionic end which makes it soluble in water plus a nonpolar covalent end which in
turn dissolves and removes the dirt or grease.
QUESTIONS:
1. Have you experienced drinking an electrolyte after vomiting or when you had diarrhea?
How does it taste? What are the available commercial electrolyte solutions? What if
these are not available, which household substances can be mixed with water to serve
as substitutes?
2. In a lithium battery, which particles/entities are responsible why it exhibits electrical

conductivity?
3. Why is it that soap and detergents are used as cleansing agents?
26
I. OBJECTIVES
sharing electrons.

. Create a multimedia on the uses of different metals
. Explain properties of metals in terms of their bond
structure.(S9MT-IIc-d-15 )
1. Predict whether an element will form a metallic
bond based on their valence electrons and
position in the Periodic Table.
2. Describe how metallic bonds are formed
II. CONTENT Metallic Bonding

.
A. References
3. Textbook pages
from Learning
Resource(LR) Portal
B Other learning resources Chemistry” The Science where Matter Matters” by Juvy
. J. Monsarte et al.
IV. PROCEDURE A B
A ELICIT
. Using a periodic table, Using a periodic table,
locate the position of locate the position of
metals and their family metals and their family
number. number.
B ENGAGE
. The Metallic Heart The Metallic Heart
1.The participants will be 1.The participants will be
given broken pieces of given broken pieces of
heart-shaped puzzle where heart-shaped puzzle where
symbols of elements and symbols of elements and
other information were other information were
written on it. They can only written on it. They can only
discover the metals discover the metals
combined once they find combined once they find
their compatible partner. their compatible partner.
So they are going to look So they are going to look
for their missing for their missing
pair/partner. They will pair/partner. They will
paste the matched/paired paste the matched/paired
heart-shaped puzzle on a heart-shaped puzzle on a
manila paper as their
27
manila paper as their output.
output.
2.What are the metallic
2.What are the metallic elements that you formed?
elements that you formed?
C EXPLORE 1.Using the metallic 1. Using the metallic
. elements from the Engage elements from the Engage
part, compare their valence part, compare their valence
electrons and position in electrons and position in
the periodic table. the periodic table.
2. Analyze the diagram 2.Analyze the diagram and

and describe what describe what happens to
happens to the electrons of the electrons of
Magnesium and how it Magnesium and how it
forms a metallic bond. forms a metallic bond.
28
Arrange the given steps on Arrange the given steps on
the formation of metallic the formation of metallic
bond (Each step should be bond (Each step should be
written in a strip of paper written in a strip of paper
for the learners to for the learners to
sequence the steps) sequence the steps)
1.The outer electrons 1.The outer electrons

move freely and loss of move freely and loss of
these electrons creates a these electrons creates a
cation. cation.
2. A lattice cation is formed 2. A lattice cation is formed

and the “lost” outer and the “lost” outer
electrons are to move electrons are to move
between the atoms. between the atoms.
3. The cations would repel 3. The cations would repel

each other and the lattice each other and the lattice
would be blown apart. would be blown apart.
4. Since the outer 4. Since the outer

electrons are free to move electrons are free to move
between the metal cations, between the metal cations,
it creates an attractive it creates an attractive
force which holds the force which holds the
lattice together. lattice together.
5. The force that holds 5. The force that holds
metal cations together is metal cations together is
called metallic bond. called metallic bond.
D EXPLAIN
. 1. How is metallic bond 1. How is metallic bond
formed? formed?
2. Why does the valence 2. Why does the valence

electron of metals doesn't electron of metals doesn't
left the atom? left the atom?
3. How is the position of 3. How is the position of

the elements in the the elements in the
periodic table related to its periodic table related to its
valence electrons and to its valence electrons and to its
ability to form a metallic ability to form a metallic
bond? bond?
E ELABORATE
. 1.Why do atoms of metals 1.Why do atoms of metals
do not repel with each do not repel with each
other while all are other while all are
positively charged? positively charged?
29
2. Can we form a 2. Can we form a
substance composed of substance composed of
two different metals? two different metals?
F EVALUATE 1. Give the steps in 1.Arrange the following
. metallic bond formation. steps in the formation of
metallic bond.
2. Choose at least two
elements and draw a a.The force that holds
diagram showing the metal cations together is
metallic bond formation called metallic bond.
and explain. b.The outer electrons
move freely and loss of
3.Identify at least five these electrons creates a
metallic elements and give cation.
its valence electrons and c.Since the outer electrons
Family No. are free to move between
the metal cations, it
creates an attractive force
which holds the lattice
together.
d.A lattice cations is
formed and the “lost” outer
electrons are to move
between the atoms.
e. The cations would repel
each other and the lattice
would be blown apart.
2. Given the following
elements, identify the no of
valence electrons and
family no.
Elements Family Val.e-

no.
Barium
Indium
Francium
Lead
Sodium
G EXTEND What are the properties of What are the properties of

. metallic bond? metallic bond?
V. REMARKS
VI. REFLECTION
30
VII. OTHERS
earned 80% on the
require additional
activities for
remediation.
C. Did the remedial
learners who have
caught up with the
lesson.
continue to require
remediation.
Why did it work?
encounter which my
can help me solve?
wish to share with
other teachers?
31
I. OBJECTIVES
sharing electrons.


1. construct a model of metallic bond
2. explain what happens to the metallic atoms in
metallic bonding using a model and illustration.
II. CONTENT Illustration and Construction of a Model of Metallic Bond

.
A. References
1. Teacher’s Guide pages
3. Textbook pages
from Learning
Resource(LR) Portal
B Other learning resources Chemistry- The Central Science 6th ed. By Brown,
. Lemay and Bursten pp. 263-267
IV. PROCEDURE A B
A ELICIT Why is it that metals are Why is it that metals are
. widely used in the widely used in the
electrical industry? electrical industry?
B ENGAGE Recall how metals behave Recall how metals behave

. in forming ions due to their in forming ions due to their
low ionization energy. low ionization energy.
*Do they form cations or *Do they form cations or
anions? Why? anions? Why?
C EXPLORE The learners perform the The learners perform the

. following activities: following activities:
1. Construction of metallic
bond model 1. Construction of metallic
bond model
2. Presentation of the
prepared metallic bond 2. Presentation of the
model. prepared metallic bond
model.
32
D EXPLAIN The teacher presents a The teacher presents a
. video on metallic bond video on metallic bond
formation. formation.
*What happens when the *What happens when the

neighboring metallic atoms neighboring metallic atoms
become cations? become cations?
*Where do the extra *Where do the extra

electrons go since there electrons go since there
are no non-metals present are no non-metals present
to accept these particles? to accept these particles?
E ELABORATE
. Discuss the following: Discuss the following:
1.Sea of electrons 1.Sea of electrons
2.Delocalization of electron 2.Delocalization of electron
F EVALUATE The learners answer the The learners answer the
. following: following:
1-2.Given these 1-2.Given these

disarranged features of disarranged features of
metallic bonding, draw a metallic bonding, draw a
model for this type of bond. model for this type of bond.
Label it completely. Label it completely.
3. Will the elements in FIA 3. Will the elements in FIA

and FIIA except H exhibit and FIIA except H exhibit
metallic bonding? Why? metallic bonding? Why?
4-5.Metallic bonding exists 4-5.Metallic bonding exists

in metals through attraction in metals through attraction
between _____ electrons between _____ electrons
and the ______charged and the ______charged
metal atom. metal atom.
CHOICES: CHOICES:
a.localized a.localized
b.freely moving b.freely moving
c.positively c.positively
d.negatively d.negatively
G EXTEND What are the properties of What are the properties of

. metallic substances? metallic substances?
V. REMARKS
VI. REFLECTION
33
VII. OTHERS
earned 80% on the
require additional
activities for
remediation.
C. Did the remedial
learners who have
caught up with the
lesson.
continue to require
remediation.
Why did it work?
encounter which my
can help me solve?
wish to share with
other teachers?
34
Time and Date: Quarter/Week/Day Q2W4D5-6
I. OBJECTIVES
sharing electrons.


1. Identify the different properties of metals
2. Explain each property of metal
II. CONTENT Metallic Properties

.
A. References
3. Textbook pages
from Learning
Resource(LR) Portal
B Other learning resources Chemistry by Amelia Mapa
. Chemistry by Raymond Chang
Chemistry by Holt, Rinehart and Winston
IV. PROCEDURE A B
A ELICIT METALLIC SHOPPING METALLIC SHOPPING
. Welcome to METALLIC Welcome to METALLIC
Shopping Activity. You will Shopping Activity. You will
only pick the metals in only pick the metals in
these sets of pictures. these sets of pictures.
35
36
What common What common
characteristics do these characteristics do these
objects possess that make objects possess that make
them metal? them metal?
37
B ENGAGE METALPROPIC METALPROPIC
. Analyze each picture and Guess the sets of pictures
identify what metallic and find the appropriate
properties are being words or phrases that will
shown. describe the properties
being shown.
38
C EXPLORE A. Group Discussion: Given the different
. Identify which diagrams, select which
illustrations best describe statement best explains
each metallic property and the metallic properties.
explain.
39
* When a metal is hit, the
layers of the lattice just
slide over each other. The
metallic bonds do not
break because the
electrons are free to
move. Thus metals can be
bent and pressed into
shape as what malleable
is. They can be drawn out
into wires since they are
DUCTILE.
HIGH MELTING AND

BOILING POINT. A large
amount of heat and energy
needs to absorbed to
overcome the strong
electrostatic attraction
GROUP between the positive ion
I- good heat and and delocalized valence
electrical conductors electrons.
II- have shiny surfaces
III- are malleable Because of mobile
IV- ductile delocalized electrons or
V- have high melting and electrons can move freely,
boiling points it can carry electric current
hence a good conductor
of heat and electricity.
LUSTROUS. Delocalized
electrons absorb and
quickly re-emit light.
D EXPLAIN
. 1. What aspect of metallic
bonding is responsible for
the malleability, ductility
and conductivity of metals?
2. Why do metals exhibit

these kind of properties?
3. What specific property of

metals accounts to their
unusual electrical
conductivity?
4. Why is copper the metal

of choice in electrical
circuits than silver?
1. Using the diagram
above, how do the different
metallic properties differ
40
from one another?
2. What aspect of metallic

bonding is responsible for
the malleability, ductility
and conductivity of metals?
3. Why are metals

5. Explain ductility in this commonly used in
illustration. electrical circuits?
6. What does this diagram 4. How does the sea of

mean in terms of the electrons explain the
metallic properties? different metallic
properties?
7. Why is it difficult to
return a bent wire to its
original shape?
E ELABORATE When a metal is molten Look for an example of

. and added with another alloy and compare its
metal, how does it affect malleability and ductility to
malleability and ductility of a pure metal.
the new substance?
Why is there a need for Why is there a need for

alloying of metals like alloying of metals like
41
jewelry, gold and copper? jewelry, gold and copper?
F EVALUATE Specify three properties of Specify a property of

. metals and relate it to metals and relate it to
metallic bonding. metallic bonding.
G EXTEND List the names of three List the names of three

. metals you are familiar metals you are familiar
within your daily life. For within your daily life. For
each metal you listed, each metal you listed,
describe two different uses describe two different uses
for each. for each.
V. REMARKS
VI. REFLECTION
VII. OTHERS
earned 80% on the
require additional
activities for
remediation.
C. Did the remedial
learners who have
caught up with the
lesson.
continue to require
remediation.
Why did it work?
encounter which my
can help me solve?
wish to share with
other teachers?
42
I. OBJECTIVES
A. Content Standard The learners demonstrate an understanding of how atoms combine
with other atoms by transferring or by sharing electrons.
B. Performance The learners shall be able to:

Standard Create a multimedia on the uses of different metals
C. Learning The learners should be able to:

Competency Explain properties of metals in terms of their bond structure.(S9MT-IIc-
d-15 )
1. Identify the uses of different metals
2. Relate the property of metals to its uses
3. Create a multimedia presentation on the uses of different metals
II. CONTENT Uses of Metals
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide p.97
pages
2. Learner’s Module pp. 121-122
pages
3. Textbook pages
4. Other additional
materials from
Learning
Resource(LR) Portal
B Other learning
. resources
IV. PROCEDURE A B
A ELICIT 1. Why are metals malleable? 1.What property is exhibited when
. a metal can be drawn into wires?
2. Why is it difficult to return a bent
wire to its original position? 2.What property is exhibited when
a metal can be flattened into thin
sheets?
B ENGAGE Match each metal with its Match each metal with its
. corresponding use: corresponding use:
Metals: Metals:
Aluminum Aluminum
Silver Silver
Gold Gold
Copper Copper
Iron Iron
Uses: Uses:
Jewelry Jewelry
43
Cookware Cookware
Electrical wirings Electrical wirings
Building materials Building materials
C EXPLORE 1.Learners perform group activity Identify the metallic properties

. on how metals are being utilized in being described by the picture and
the following sectors (on a cite what particular part of
separate sheet) economy or sector does this
picture belong?
 In the Construction Industry

 In electronics
 In medicine
 Machinery, Refractory and
Automobiles
 Decorative products
44
D EXPLAIN
. 1.What specific property of metals 1.What specific property of metals
accounts to their unusual electrical accounts to their unusual electrical
conductivity? conductivity?
2. Why is copper the metal of 2. Why is copper the metal of

choice in electrical circuits than choice in electrical circuits than
silver? silver?
3.Why are frying pans made of 3.Why are frying pans made of
metal and baking dishes often metal and baking dishes often
made of glass or ceramic? made of glass or ceramic?
B. Discuss Table 3: Metallic B. Discuss Table 3: Metallic

Properties (TG p. 97) Properties (TG p. 97)
E ELABORATE
. 1.How are metals extracted from 1.How are metals extracted from
their ores? their ores?
2.Give the consequences of metal 2.Give the consequences of metal

extraction. extraction.
3.Are you in favor of putting up 3.Are you in favor of putting up

mining industry in your locality? mining industry in your locality?
F. EVALUATE Learners answer Table 4: Uses of Learners answer Table 4: Uses of
Metals (LM p.122 ) Metals (LM p.122)
G EXTEND Prepare a 3-minute video clip on Prepare a 3-minute video clip on
. the uses of metals which will be the uses of metals which will be
rated using the following criteria: rated using the following criteria:
Craftmanship – 30 % Craftmanship – 30 %
Content - 40 % Content - 40 %
Creativity - 30 % Creativity - 30 %
Total 100 % Total 100 %
V. REMARKS
VI. REFLECTION
VII. OTHERS
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
45
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 it
work?
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
material/s did I
use/discover
which I wish to
share with other
teachers?
46
Activity Sheet for A (EXPLORE)
INDUSTRIAL SPECIFIC METALLIC ILLUSTRATE THE MOLECULAR

SECTORS APPLICATION OF THE PROPERTIES MODEL THAT ACCOUNTS FOR
METAL UTILIZED THE PROPERTIES
1. Construction
Industry
2.Electronics
3.Medicine
4.Machinery,
Refractory,
Automobiles
5.Decorative
Product
47
I. OBJECTIVES
. 1. how atoms combine with other atoms by transferring
or by sharing electrons.


. Explain how ions are formed. (S9MT-IIe-f-16 )
1. Compare a cation and anion and write their
symbols/notation.
2. Determine the charges for ions of representative
elements using the periodic table.
II. CONTENT Nature of Ions

.
A. References
2. Learner’s Module pages pp. 118
3. Textbook pages
from Learning
Resource(LR) Portal
.
IV. PROCEDURE A B
A ELICIT
. FLOATING IONS FLOATING IONS
Balloons are labelled with Balloons are labelled with
chemical symbols of atoms chemical symbols of atoms
and ions. and ions.
The learners are tasked to Pair the balloons by

group the balloons. looking for the atoms and
Then ask: How are you its corresponding ions.
going to group the set of
balloons?
B ENGAGE A. Choose one metal and A. Choose one metal and

. non metal atoms from the non metal atoms from the
balloons. Draw their balloons. Draw their
graphical and electron graphical and electron
distributions. distributions.
B. Now, copy similar B. Now, copy similar
48
illustrations but this time, illustrations but this time,
remove all the valence remove all the valence
electrons. electrons.
C.Look for the C.Look for the

corresponding balloons corresponding balloons
which describe your which describe your
answer in step B. answer in step B.
* Compare their graphical * Compare their graphical

and electron distributions and electron distributions
and subatomic particles. and subatomic particles.
C EXPLORE Learners perform the Learners perform the

. activity in the worksheet. activity in the worksheet.
D EXPLAIN
. 1. What do you observe 1. What do you observe
with the number of with the number of
subatomic particles of subatomic particles of
atoms? atoms?
2. What happens to the 2. What happens to the

number of electrons when number of electrons when
an atom became ion? an atom became ion?
3.Explain the difference 3.Explain the difference

between a stable atom, between a stable atom,
ion, and isotope. ion, and isotope.
4. If an atom gains an 4. If an atom gains an

electron, what happens to electron, what happens to
it's charge? What about it's charge? What about
two or more? (An atom that two or more? (An atom that
gains an electron will gain gains an electron will gain
a -1 charge due to the a -1 charge due to the
negative charge being negative charge being
added. Two or more would added. Two or more would
be a negative charge be a negative charge
added for every electron added for every electron
gained.) gained.)
5. How does an atom 5. How does an atom

become positively become positively
charged? (It loses charged? (It loses
electrons.) electrons.)
6. How does an atom 6. How does an atom

become negatively become negatively
charged? (It gains charged? (It gains
7.Which part of the atom 7.Which part of the atom
49
do you think is utilized in do you think is utilized in
chemical bonding with chemical bonding with
other atoms? (The other atoms? (The
electrons, or more electrons, or more
specifically, the valence specifically, the valence
8. How are the 8. How are the

symbols/notation of ions symbols/notation of ions
written? written?
E ELABORATE Construct /write the Construct /write the
. electron configurations, electron configurations,
graphical / electron graphical / electron
distribution of the atoms distribution of the atoms
and ions of sodium and and ions of sodium and
chlorine. Show the chlorine. Show the
complete transfer of complete transfer of
electrons. Explain your electrons. Explain your
diagrams to the class. diagrams to the class.
F EVALUATE Learners answer the Learners answer the
. worksheet attached. worksheet attached.
G EXTEND In tabular form show the In tabular form show the
. differences in the no of differences in the no of
electrons, charges of the electrons, charges of the
atoms and ions of barium atoms and ions of barium
and oxygen. Write also and oxygen. Write also
their corresponding their corresponding
symbols. symbols.
V. REMARKS
VI. REFLECTION
VII. OTHERS
earned 80% on the
require additional
activities for
remediation.
C. Did the remedial
learners who have
caught up with the
lesson.
continue to require
remediation.
50
Why did it work?
encounter which my
can help me solve?
wish to share with
other teachers?
51
NAME____________ GRADE/SECTION ___________ DATE ____ SCORE______
AM I AN ION OR AN ATOM
PART A. Match each of the positive ions listed with the total number of electrons that
ion contains. Use your periodic table. The same answer may be used more than
once.
A) 2 B) 10 C) 21 D) 23 E)
24
F) 25 G) 36 H) 48 I) 76 J)
81
____ Al+3 ____ Fe+3 ____ Mg+2 ____ Sn+2
____ Li+1 ____ Cr+3 ____ Rb+1 ____ Pt+2
PART B. Complete the diagram by writing or drawing the correct no of electrons in

each energy level of atoms and each corresponding ions.If the energy level is not
enough, you may add energy level to accommodate the total electrons of the given
atom and ion. Fill up also the table with the missing data about the given atoms and
ions.An example is given as your guide to do this activity.
1.
Rubidium atom Rubidium ion

52
p+ __, e- ___ p+____, e- ____,
charge ____
Nature or types of element______ Types of ion ______

2.
Calcium atom Calcium
ion
p+ __, e- ___ p+____, e-

____, charge ____
3. Nature or types of element______ Types of ion ______
Ion symbol
Bromine atom Bromine

ion
p+ __, e- ___ p+____, e-

____, charge ____
Ion symbol
4.
Flourine atom Flourine

ion
p+ __, e- ___ p+____, e-

____, charge ____
Ion symbol
53
5.
Nitrogen atom Nitrogen ion
p+ __, e- ___ p+____, e- ____,

charge ____
PART C. Fill up the table. Ion symbol

ENTITY METAL/ # OF # of CATION CHARGE LOST
NONMET protons electrons OR OR
AL ANION GAINED
OR e-
ATOM
1. Cs 55
2. I-1 aniom
3.Mg 12
4. Sulfide -2
ion
5.Fe3+ lost
54
I. OBJECTIVES
. 1. how atoms combine with other atoms by transferring or by
sharing electrons.
B Performance The learners shall be able to:

. Standard Present an analysis of the data gathered on diseases resulting
from ion deficiency or too much ion intake
C Learning The learners should be able to:
. Competency Explain how ions are formed. (S9MT-IIe-f-16 )
1. Determine the electronegativity difference between an
Alkali metal and a halogen non-metal
2. Show how ions are formed through ionic bonding
3. Write the electron configurations of ions
II. CONTENT Bonding by Transfer of Electrons

III LEARNING
. RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Module pp. 118
pages
3. Textbook pages
4. Other additional
materials from
Learning
Resource(LR)
Portal
B Other learning
. resources
IV. PROCEDURE A B
A ELICIT
. The learners answer the The learners answer the
following: following:
*In a discussion about Noble *In a discussion about

Gases, what is the reason why Noble Gases, what is the
they are stable? reason why they are
*Show some valence stable?
configurations of noble gases *Show some valence
except Helium. Do they still need configurations of noble
additional electrons? Why? gases except Helium. Do
they still need additional
electrons? Why?
55
B ENGAGE Let us try to look at a metal and a Let us try to look at a metal
. non-metal. and a non-metal.
*Show their electrons’ graphical *Show their electrons’

distributions and valence graphical distributions and
configurations. valence configurations.
*Compare these to that of the *Compare these to that of

noble gases. the noble gases.
*How will these entities become *How will these entities

stable using the Noble Gas as become stable using the
the model for stability? Noble Gas as the model
for stability?
C EXPLORE The learners will: The learners will:

.
a. Perform Activity 3- Bonding a. Perform Activity 3-
by Transfer of Electrons (By Bonding by Transfer of
Group) on p.118 of the LM. Electrons (By Group) on
p.118 of the LM.
They will select elements in
Family IA and VIIA only. Each They will select elements
group will make only one in Family IA and VIIA only.
combination that will result to Each group will make only
ionic bonding in step5. one combination that will
result to ionic bonding in
b. Answer the Guide Questions step5.
individually.
b. Answer the Guide
NOTE: The teacher may also Questions individually.
include in step 2 the graphical
distribution of electrons showing NOTE: The teacher may
the transfer of valence electron/s. also include in step 2 the
Then this diagram may also be graphical distribution of
added. electrons showing the
transfer of valence
In step2, please add also the electron/s. Then this
phrase; “to attain an octet of diagram may also be
valence electrons” to the added.
statement.
In step2, please add also
In step3 paragraph, please the phrase; “to attain an
change sodium to sodium ion and octet of valence electrons”
chlorine to chlorine ion. to the statement.
In step3 paragraph, please

change sodium to sodium
ion and chlorine to chlorine
ion.
D EXPLAIN The learners answer the The learners answer the
. following: following:
*With the use of the Lewis *With the use of the Lewis
56
symbols, how can one be so sure symbols how can one be
that each atom has already so sure that each atom has
attained an Octet? already attained an Octet?
*How can the atoms of the *How can the atoms of the
elements involved in ionic elements involved in ionic
bonding become isoelectronic bonding become
with a noble gas? isoelectronic with a noble
gas?
**Show additional samples for
this. The teacher may adopt **Show additional samples
these samples: for this. The teacher may
Na: 1s2 2s2 2p6 3s1 = [Ne ] adopt these samples:
1
3s Na: 1s2 2s2 2p6 3s1
Na1+ : 1s2 2s2 2p6 = [ Ne] = [Ne ] 3s1
Na1+ : 1s2 2s2 2p6 = [ Ne ]
E ELABORATE How will you write the electron How will you write the
. configurations of the ions, say, electron configurations of
iodide anion and rubidium cation? the ions, say, iodide anion
and rubidium cation?
F EVALUATE 1-10.Utilizing the elements, 1-10.Utilizing the elements,

. potassium and bromine, illustrate potassium and bromine,
how an ionic bond is formed illustrate how an ionic bond
between these two atoms. Show is formed between these
all the needed details in order to two atoms. Show all the
prove that ions are formed. needed details in order to
prove that ions are formed.
G EXTEND Using Step1 in Activity 3, tell Using Step1 in Activity 3,

. whether a complete transfer of tell whether a complete
electron/s is possible for each of transfer of electron/s is
these pairs of elements: possible for each of these
a. calcium and chlorine pairs of elements:
b. strontium and selenium a. calcium and chlorine
b. strontium and
selenium
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners
who earned 80%
on the formative
assessment
B. No. of learners
who require
57
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 it work?
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
material/s did I
use/discover
which I wish to
share with other
teachers?
58
I. OBJECTIVES


1. Analyze visual presentation and Lewis diagrams
showing the formation of ionic bonding and
determining their charges
2. Show the formation of ions using Lewis dot
structure in ionic bonding
II. CONTENT Ion Formation
.
A. References
3. Textbook pages
from Learning
Resource(LR) Portal
.
IV. PROCEDURE A B
A ELICIT Find a video on modelling Find a video on modelling
. ionic bonding with ionic bonding with
magnets. (An actual model magnets. (An actual model
may be constructed.) may be constructed.)
*Let the class view the *Let the class view the
video clip. video clip.
**Which of these models **Which of these models

represent the metal and represent the metal and
the non-metal during ionic the non-metal during ionic
bonding? Explain your bonding? Explain your
answer. answer.
B ENGAGE After the transfer of After the transfer of

. valence electrons, which valence electrons, which
atom of an element atom of an element
becomes a positive ion becomes a positive ion
(cation)? Which one (cation)? Which one
becomes a negative ion becomes a negative ion
59
(anion)? Why? (anion)? Why?
C EXPLORE 1. Boardwork Discussion: 1. Boardwork Discussion:
. The teacher shows how The teacher shows how
the ions acquire their the ions acquire their
charges. charges.
*A Family IIA metal is able *A Family IIA metal is able

to donate 2 valence to donate 2 valence
electrons which shall be electrons which shall be
accepted by a non-metal. accepted by a non-metal.
Let’s look at the 3 cases. Let’s look at the 3 cases.
The smiley faces around The smiley faces around
Mg represent its valence Mg represent its valence
electron. electron.
NOTE: The teacher may NOTE: The teacher may
prepare in advance Lewis prepare in advance Lewis
symbols covered with symbols covered with
plastic. These can be plastic. These can be
reused many times when a reused many times when a
whiteboard marker is used. whiteboard marker is used.
A. Between Mg and O A. Between Mg and O

**The illustrations/ **The illustrations/
diagrams are in a separate diagrams are in a separate
sheet. sheet.
Before electron transfer, Before electron transfer,

these atoms are electrically these atoms are electrically
neutral or zero charge. neutral or zero charge.
12Mg atom before electron 12Mg atom before electron
transfer has 12 protons transfer has 12 protons
and 12 electrons. and 12 electrons.
0 0
12Mg = (+12) + (-12) 12Mg = (+12) + (-12)
8O atom before electron 8O atom before electron
transfer has 6 protons and transfer has 6 protons and
6 electrons. 6 electrons.
0 0
8O = ( +6 ) +( -6 ) 8O = ( +6 ) +( -6 )
When Mg gives 2 When Mg gives 2

valence electrons, it has valence electrons, it has
now 10 electrons left. now 10 electrons left.
Thus,12Mg2+ = (+12) + (-10 Thus,12Mg2+ =(+12) + (-10

) )
Oxygen receives 2 Oxygen receives 2

valence electrons valence electrons
increasing its electrons to increasing its electrons to
8. 8.
Thus, 8O0 = ( +6 ) + ( -8 ) Thus, 8O0 = ( +6 ) + ( -8 )
**Or simply speaking, **Or simply speaking,
the number of electron/s the number of electron/s
given is equal to the given is equal to the
positive charge of the positive charge of the
60
metallic cation. For a non- metallic cation. For a non-
metallic anion, its negative metallic anion, its negative
charge is equal to the charge is equal to the
number of electron/s it number of electron/s it
receives to attain an receives to attain an
OCTET. OCTET.
NOTE: The teacher should NOTE: The teacher should
prepare additional samples prepare additional samples
(say between Sr and N (say between Sr and N
then, Mg and F). then, Mg and F).
2. Group and 2. Group and

individual exercises on individual exercises on
illustrating the process of illustrating the process of
Ionic Bond Formation are Ionic Bond Formation are
given for the students to given for the students to
accomplish. accomplish.
**Start with the **Start with the
electronegativity electronegativity
differences to check if differences to check if
complete transfer of complete transfer of
valence electrons is valence electrons is
possible before showing possible before showing
ionic bond formation. ionic bond formation.
D EXPLAIN
. 1.The students construct in The teacher shows a
advance a 3-D model for lattice structure for ionic
this lattice structure using compounds like the one
clay balls. below.
*The learners answer the
2.Output presentation question:
Why is it that ionic bonds
are said to exhibit
electrostatic forces?
E ELABORATE The learners answer the The teacher provides the

. question: electron configurations of a
Why is it that this set of cation and an anion plus
ions are referred to as an those of the noble gases.
isoelectronic series? *The learners match the
O2- F1- Na1+ Mg2+ Al3+ cation/anion which is said
to be isoelectronic with a
noble gas.
F EVALUATE Using Lewis dot Symbols, Using Lewis dot Symbols,

. the learners select a pair of the learners select a pair of
elements that is capable of elements that is capable of
exhibiting ionic bonding. exhibiting ionic bonding.
61
*Show the complete *Show the complete
transfer of electrons. transfer of electrons.
*Write the cation and anion *Write the cation and anion
which results from this. which results from this.
*Prove the correctness of *Prove the correctness of

their charges by means of their charges by means of
subtracting their protons subtracting their protons
and electrons. and electrons.
G EXTEND List down the ions found in List down the ions found in
. food labels/wrappers and food labels/wrappers and
give their uses. give their uses.
V. REMARKS
VI. REFLECTION
VII. OTHERS
earned 80% on the
require additional
activities for
remediation.
C. Did the remedial
learners who have
caught up with the
lesson.
continue to require
remediation.
Why did it work?
encounter which my
can help me solve?
wish to share with
other teachers?
62
I. OBJECTIVES

1. Identify ions commonly found in foods, human,
body, soil, and bodies of water
2. Recognize the importance of these ions
II. CONTENT Ion Sources

.
A. References
3. Textbook pages
from Learning
Resource(LR) Portal
.
IV. PROCEDURE A B
A ELICIT How are ions formed? How are ions formed?
.
B ENGAGE Present a picture of Oras Present a picture of Oras

. Falls. Falls.
Are you refreshed when Are you refreshed when

you visit this place? you visit this place?
C EXPLORE
. An information sheet An information sheet
about the importance of about the importance of
63
ions will be given to each ions will be given to each
group. After reading the group. After reading the
article, summarize the article, summarize the
information in tabular form. information in tabular form.
(pls refer to attached (pls refer to attached
information sheet) information sheet)

. processing processing
2.What are the ions 2.What are the ions

commonly found in: commonly found in:
a. Foods a. Foods
b. Human body b. Human body
c. Soil c. Soil
d. Bodies of water d. Bodies of water
3.Give the uses of each. 3.Give the uses of each.

. .
4. What happens if there is 4. What happens if there is
an excess or deficiency of an excess or deficiency of
these ions, say calcium these ions, say calcium
ions and sodium ions? ions and sodium ions?
E ELABORATE Discuss the list of Discuss the list of

. acceptable concentration acceptable concentration
of ions in drinking water . of ions in drinking water.
(Source: Le May, E. et al. (Source: Le May, E. et al.
Chemistry Connections to Chemistry Connections to
our Changing World. New our Changing World. New
Jersey: Prentice Hall) Jersey: Prentice Hall)
Ions Max.Conc Ions Max.Conc

(mg/L) (mg/L)
Arsenic 0.05 Arsenic 0.05
Barium 1.00 Barium 1.00
Cadmium 0.01 Cadmium 0.01
Chloride 2.50 Chloride 2.50
Chromium 0.05 Chromium 0.05
Copper 1.00 Copper 1.00
Cyanide 0.20 Cyanide 0.20
Fluoride 2.00 Fluoride 2.00
Iron 0.30 Iron 0.30
Lead 0.05 Lead 0.05
Manganese 0.05 Manganese 0.05
Nitrate 45 Nitrate 45
Organics 0.20 Organics 0.20
Selenium 0.01 Selenium 0.01
Silver 0.05 Silver 0.05
Sulfate 2.50 Sulfate 2.50
Zinc 5.00 Zinc 5.00
F EVALUATE
. Give at least five ions and Give at least two ions and
64
cite its importance to the cite its importance to the
human body human body
G EXTEND Take a picture showing a
. particular body of water in
your locality. Discuss the
possible diseases that may
arise from that situation to
be rated using the
following criteria:
Content - 40 %
Relevance to the theme –
30 %
Congruency – 30 %
Total 100 %
V. REMARKS
VI. REFLECTION
VII. OTHERS
earned 80% on the
require additional
activities for
remediation.
C. Did the remedial
learners who have
caught up with the
lesson.
continue to require
remediation.
Why did it work?
encounter which my
can help me solve?
wish to share with
other teachers?
65
IMPORTANCE OF IONS
Dietary minerals are mainly inorganic ions. They are essential nutrients that must be
obtained from the diet. Some of the more important ions in the cells and fluids of our bodies
are: Sodium ions are the principal cations found outside cells in the body. They help
regulate and control the level of body fluids. Too little leads to diarrhea, anxiety, a
decrease in body fluids, and circulatory failure. However, most people have the opposite
problem—too much sodium ion—ingested mainly as table salt and salty snack foods. Too
much increases water retention, leading to high blood pressure (hypertension). About
50 million people in the United States suffer from hypertension. Uncontrolled hypertension
can lead to stroke, heart attack, kidney failure, or heart failure. Antihypertensives are among
the most prescribed drugs in the United States. Potassium ions are the principal cations
found inside cells in the body. Bananas, orange juice, and potatoes are good sources of
Potassium ions help regulate cellular functions, including nerve impulses and heartbeats,
and the level of body fluids. Chloride ions are the principal anions found outside cells in
the body. They serve as counterions (ions necessary to balance electrical charge) for in
the extracellular fluid and for in gastric juice. Like chloride ions are ingested mainly as
table salt. Like sodium and potassium ions, chloride ions are involved in maintaining acid–
base and fluid balances. It is difficult to separate the effect of too much from that of too
much both seem to be involved in hypertension. Too little dietary is rare, but it can
result from heavy sweating, chronic diarrhea, and vomiting. Calcium ions occur mainly
in the skeleton and account for 1.5–2% of body mass. is therefore essential for building
and maintaining bones and teeth. Also, plays a crucial role in blood clotting, muscle
contraction, and the transmission of nerve signals to cells. An adequate supply of is
especially important during pregnancy and in growing children. It helps to prevent
osteoporosis in older people. Good sources of calcium are milk and other dairy products,
nuts, and legumes. Magnesium ions like are found mainly in the bones, but
they are also vital components of many enzymes, which are substances our bodies need in
order to release energy from the food we eat. Good sources of are green vegetables
( is a component of the chlorophyll in all green plants), milk, bread, cereals, and
potatoes. Phosphate ions exist mainly as and in body fluids. About 85% of
the phosphorus-containing ions in the body are in the bones, where they act as the
counterions for Also, they play an important role in energy production from food. Good
sources of phosphate are milk and other dairy products, cereals, and meat. In addition to the
above ions, the body needs smaller amounts of ions found in trace minerals. These include
the ions iron(II), chromium(III), copper(II), zinc, fluoride, iodide, and bicarbonate, as well as
the hydrogen ion. Also required are compounds of manganese, molybdenum, and selenium,
although these are not necessarily in the form of simple ions. These trace minerals play a
variety of roles, several of which are discussed in other chapters.
Knowledge of ions is important not only to your success in a chemistry course but also to an
understanding of many critical life processes.
66
The importance of ions in human body
Negative ions act on the nervous system with a relaxing effect.
They also facilitate the acquisition of oxygen from the air into the lungs, and power the
functions of the organism, also improving its defenses, which have a beneficial effect on the
entire cardiovascular, endocrine and nervous systems.
Through the influence on the nervous system there is then the influence on the various
functions of the organism and on the processes of development of cells that compose it, by
stimulating the internal production of certain substances.
Negative ions raise the blood pH, stimulating the production of red blood cells (that are a
great anti-anemic), reduce cholesterol in the blood and therefore are useful to prevent
strokes, exert a beneficial effect on the bronchial tubes, lungs and throughout the nervous
system. In short, they improve overall physical conditions.
An American research has shown that the neurohormone called serotonin regulates various
psycho-physiological processes, affecting the nervous system and changing our behavior.
If produced in excess by our body, this hormone causes physical depression, lack of
memory, loss of appetite, high blood pressure, nervousness, etc.. Negative ions have the
property of attacking the serotonin, reducing its presence in the organism, thus eliminating
physical depression, lack of memory, nervousness, hypertension.
Why Negative Ions Have a Positive Effect on the Human Body
Negative ions are abundant in nature, especially around waterfalls, on the ocean surf, at the
beach and after a storm.
Experiencing headache, uneasiness or sudden nausea in an overcrowded room is a

common problem. Sometimes even in an air-conditioned room you might experience these
problems. Reason? Lack of negative ions in the room.
Don’t go by the name, there is nothing negative or unhealthy about negative ions. Negative
ions are beneficial for the human body while positive ions are harmful. In fact, you will find
the highest concentrations of negative ions in natural, clean air. Ions are invisible charged
particles in the air – either molecules or atoms, which bear an electric charge. Some
particles are positively charged and some are negatively charged. To put it simply, positive
ions are molecules that have lost one or more electrons whereas negative ions are actually
oxygen atoms with extra-negatively-charged electrons. Negative ions are abundant in
nature, especially around waterfalls, on the ocean surf, at the beach and after a storm. They
are widespread in mountains and forests.
Negative ions are present in the air we breathe in and they are also present in our bodies.
The degree to which negative ions contribute to overall well-being and health is scientifically
proven:
* They neutralize free radicals.

* They revitalize cell metabolism.
67
* They enhance immune function.
* They purify the blood.
* They balance the autonomic nervous system, promoting deep sleep and healthy digestion.
(Source: kiflow.com)
On the other hand, in polluted cities, crowded areas and in confined spaces such as offices,
industrial areas, schools and cars, you will find the highest concentration of unhealthy
positive ions.
The most important benefit of negative ions is that they clear the air of airborne allergens
such as pollen, mold spores, bacteria and viruses. Besides they also clear the air of dust, pet
dander and cigarette smoke. Negative ions perform this function by attaching themselves to
positively charged particles in large numbers and negatively charging those particles. As a
result, these viruses, bacteria and pollen spores become too heavy to remain airborne and
are thus prevented from entering your breathing passage where they can make you fall sick.
In other words, negative ions form a protective circle around you.
Negative ion air purifiers help you to breathe cleaner, healthier air and protect yourself from
exposure to allergens and viruses. The constant flow of negative ions will help to keep away
viruses, dust mites and other pollutants that can make you sick.
Sources:
http://wpscms.pearsoncmg.com/wps/media/objects/1053/1078874/ist/blue0201.html
https://www.blu-group.com/the-importance-of-ions-in-human-body/?lang=en
https://www.airtamer.com/negative-ions-positive-effect-human-body/
https://www.brainscape.com/flashcards/important-ions-in-the-human-body-
6176296/packs/9556858
68
I. OBJECTIVES
A Content Standard The Learners demonstrate an understanding of:
. 1.The type of bonds that carbon forms that result in the
diversity of Carbon compounds.

. Create a brochure on the uses of different types of
organic compounds

. Explain how the structure of the Carbon atom affects the
type of bonds it forms. (S9MT-IIg-17)
1. Classify compounds into organic and inorganic
2. Explain how the structure of the carbon atom
affects the type of bonds it forms.
3. Identify uses of common organic compounds
II. CONTENT Carbon Atoms/Organic Compounds

.
A. References
3. Textbook pages
from Learning
Resource(LR) Portal
.
IV. PROCEDURE A B
A ELICIT 1.What comes into your 1.What comes into your
. mind when you hear the mind when you hear the
word ORGANIC? word ORGANIC?
B ENGAGE 1. Show to the students 1. Show to the students
. actual examples/pictures of actual examples/pictures of
organic compounds like organic compounds like
preservatives, gasoline, preservatives, gasoline,
lubricating oil. lubricating oil.
2. Are these substances 2. Are these substances

organic? Why? organic? Why?
C EXPLORE Distribute metacards Distribute metacards

. containing name & containing name &
chemical formula of chemical formula of
sample compounds. Let sample compounds. Let
the students classify these the students classify these
compounds into organic compounds into organic
and inorganic. and inorganic.
69
D EXPLAIN 1.What are organic 1.What are organic
. compounds? compounds?
2. Why is it that there are 2. Why is it that there are

so many organic so many organic
compounds around us? compounds around us?
3. What is the maximum 3. What is the maximum

number of bond that can number of bond that can
be formed in a carbon be formed in a carbon
atom? atom?
4. Do these carbon atoms 4. Do these carbon atoms

bond with other elements bond with other elements
in the same position or in the same position or
geometry? Why? geometry? Why?
5.Why is it that Carbon is 5.Why is it that Carbon is

able to form long chain able to form long chain
molecules of molecules of
hydrocarbons? hydrocarbons?
● Can add here
simple discussion on
hyrbridization of carbon.
6.How did Friedrich Wohler

change the concept about
organic chemistry?
7.Cite the significant

contribution of Friedrich
Wohler in changing the
concept about organic
chemistry.
E ELABORATE 1. Leaners perform Activity 1. Leaners perform Activity
. 1 in the Learner’s Module: 1 in the Learner’s Module:
Organic Compounds: Are Organic Compounds: Are
They Useful? (p.131-132 They Useful? (p.131-132
LM) LM)
2.Ouput Presentation 2.Ouput Presentation
F EVALUATE Classify the following Classify the following

. substances into organic substances into organic
and inorganic. and inorganic.
1.baking soda (NaHCO3) 1.baking soda (NaHCO3)
2. butane in lighter 2. butane in lighter
3. acetone 3. acetone
4.calcium carbide (CaC2) 4.calcium carbide (CaC2)
5.ammonia (NH3) 5.What is the maximum
6-7.Why is carbon unique? number of bonds a carbon
8-10. How do carbon atom cam form?
atoms form many organic
compounds?
70
G EXTEND Identify common Identify common
. preservatives and list down preservatives and list down
all the organic compounds all the organic compounds
in it. in it.
.
V. REMARKS
VI. REFLECTION
VII. OTHERS
earned 80% on the
require additional
activities for
remediation.
C. Did the remedial
learners who have
caught up with the
lesson.
continue to require
remediation.
Why did it work?
encounter which my
can help me solve?
wish to share with
other teachers?
71
I. OBJECTIVES
A Content Standard The Learners demonstrate an understanding of:
. 1.The type of bonds that carbon forms that result in the
diversity of Carbon compounds.
organic compounds
. Explain how the structure of the Carbon atom affects the
type of bonds it forms. (S9MT-IIg-17)
1. Identify the properties of common organic
compounds
2. Relate these properties to their uses
II. CONTENT Properties of Organic Compounds
.
A. References
3. Textbook pages
from Learning
Resource(LR) Portal
.
IV. PROCEDURE A B
A ELICIT How do carbon atoms form What are organic
. many organic compounds? compounds?
B ENGAGE Why is it that gasoline is Why is it that gasoline is
. flammable and acetone flammable and acetone
evaporates easily? evaporates easily?

. 2: Properties of Common 2: Properties of Common
Organic Compounds in the Organic Compounds in the
Learner’s Module (p.132- Learner’s Module (p.132-
135) 135)
. processing by group processing by group
2. Give the properties of 2. Give the properties of

organic compounds. organic compounds.
3.Which materials are 3.Which materials are

viscous? What are the viscous? What are the
common uses of viscous common uses of viscous
materials? materials?
4. Which materials are 4. Which materials are
72
flammable? In what ways flammable? In what ways
are these materials used? are these materials used?
5. Which liquid materials 5. Which liquid materials

have characteristic odor? have characteristic odor?
E ELABORATE 1.Explanation to the 1.Explanation to the

. engage questions engage questions
2. How are the properties 2. How are the properties

of the various organic of the various organic
compounds related to its compounds related to its
uses? uses?
3. Why is it important to 3. Why is it important to

know the properties of know the properties of
these kinds of organic these kinds of organic
compounds? compounds?
F EVALUATE 1.Ron’s car stopped in the 1.Ron’s car stopped in the

. middle of the road. He middle of the road. He
found out that his car ran found out that his car ran
out of fuel. What organic out of fuel. What organic
compound must he buy? compound must he buy?
a.kersone c. oil
2. Romina told her b.gasoline d. water
grandson Benjie to never
play with gasoline. Why do 2. Romina told her
you think she does not grandson Benjie to never
allow him to do it? play with gasoline. Why do
you think she does not
allow him to do it?
a. because gasoline is
volatile
b. because gasoline is
flammable
c. because gasoline is
viscous
d. all of these
G EXTEND Make a poster showing the Make a poster showing the
. uses of organic uses of organic
compounds to be rated compounds to be rated
using the following criteria: using the following criteria:
Craftmanship 30 % Craftmanship 30 %
Content 40 % Content 40 %
Creativity 30 % Creativity 30 %
Total 100 % Total 100 %.
V. REMARKS
VI. REFLECTION
73
VII. OTHERS
earned 80% on the
require additional
activities for
remediation.
C. Did the remedial
learners who have
caught up with the
lesson.
continue to require
remediation.
Why did it work?
encounter which my
can help me solve?
wish to share with
other teachers?
74
I. OBJECTIVES
A Content Standard The learners demonstrate an understanding of the type
. of bonds that carbon forms that result in the diversity of
Carbon compounds.

organic compounds

. Recognize the general classes and uses of organic
1. Construct the Lewis Dash or Structural formulae
of Hydrocarbons using pens and paper, and
molecular models;
2. Perform exercises by group manipulation of the
molecular models.
3. Identify properties and uses of hydrocarbons
II. CONTENT Hydrocarbons

.
A. References
3. Textbook pages
from Learning
Resource(LR) Portal
.
IV. PROCEDURE A B
A ELICIT How are the properties of What are the properties of
. the various organic the organic compounds?
compounds related to its
uses?
B ENGAGE Present chemical formula Present chemical formula
. of pentane. of pentane.
Figure 1: Figure 1:
Figure 2: Figure 2:
Figure 3: C5H12 Figure 3: C5H12
1.What are the similar 1.What are the similar
75
things that you can things that you can
observe from the given observe from the given
examples? examples?
2.What differences can you 2.What differences can you

give from the given give from the given
examples? examples?
. 3: The Hydrocarbons in the 3: The Hydrocarbons in the
Learner’s Module (p.135- Learner’s Module. (p.135-
136) 136)
D EXPLAIN 1.What are the types of 1.What are the types of

. bond present in alkanes, bond present in alkanes,
alkenes, and alkynes? alkenes, and alkynes?
2. How will one 2. How will one

differentiate the structures differentiate the structures
of these Hydrocarbons? of these Hydrocarbons?
*Molecular models can be *Molecular models can be
used in discussing used in discussing
structures of these structures of these
hydrocarbons hydrocarbons
3. How will you know 3. How will you know

whether a hydrocarbon is whether a hydrocarbon is
saturated or unsaturated? saturated or unsaturated?
4.What pattern do you 4.What pattern do you

observe in terms of the observe in terms of the
phase, number of carbon phase, number of carbon
atoms, structure, and atoms, structure, and
boiling point of the alkanes, boiling point of the alkanes,
alkenes, and alkynes? alkenes, and alkynes?
5. What do you think will 5. What do you think will

be the boiling point of the be the boiling point of the
next alkane, alkene, and next alkane, alkene, and
alkyne? Will the boiling alkyne? Will the boiling
point of each hydrocarbon point of each hydrocarbon
be higher or lower? be higher or lower?
6. Why do you think some 6. Why do you think some

hydrocarbons are gases hydrocarbons are gases
and others are liquids? and others are liquids?
E ELABORATE 1.Why do you think there 1.Why do you think there

. are many hydrocarbon are many hydrocarbon
2. What hydrocarbon 2. What hydrocarbon

compounds are gases and compounds are gases and
liquids? liquids?
76
3. Give the uses of 3. Give the uses of
gaseous hydrocarbon gaseous hydrocarbon
compounds and liquid compounds and liquid
hydrocarbon compounds. hydrocarbon compounds.
F EVALUATE 1. Write the Lewis 1. Write the Lewis

. Structural Formulae of Structural Formulae of
Alkane, Alkene, and Alkane, Alkene, and
Alkyne. Alkyne.
2. What are the uses of 2.What are the uses of

hydrocarbons? hydrocarbons?
G EXTEND Let the learners perform Let the learners perform
. Activity 4 (LM p. 137-138) Activity 4 (LM p. 137-138)
V. REMARKS
VI. REFLECTION
VII. OTHERS
earned 80% on the
require additional
activities for
remediation.
C. Did the remedial
learners who have
caught up with the
lesson.
continue to require
remediation.
Why did it work?
encounter which my
can help me solve?
wish to share with
other teachers?
77
I. OBJECTIVES
A Content Standard The learners demonstrate an understanding of the type
. of bonds that carbon forms that result in the diversity of
Carbon compounds.
organic compounds
. Recognize the general classes and uses of organic
1. Describe other types of organic compounds such
as alcohol and carbonyl containing compounds
2. Identify the uses of alcohol and carbonyl
containing compounds
II. CONTENT Alcohol and Carbonyl Containing Compounds
.
A. References
3. Textbook pages
from Learning
Resource(LR) Portal
.
IV. PROCEDURE A B
A ELICIT 1.What are hydrocarbons? 1.What are hydrocarbons?
.
2.Give the three kinds of 2.Give the three kinds of
hydrocarbons. hydrocarbons.
B ENGAGE Present sample structures Present sample structures
. of alcohol, acetone, and of alcohol, acetone, and
formalin. formalin.
78
1.What are the similar
1.What are the similar things that you can
things that you can observe from the given
observe from the given examples?
examples?
2.What differences can you
2.What differences can you give from the given
give from the given examples?
examples?
3.The teacher emphasizes
3.What organic that the these are
compounds are these? structures of sample
alcohol, acetone, and
formalin.
. 5: Alcohols & their Uses 5: Alcohols & their Uses
(LM p.135-136) and (LM p.135-136) and
Activity 6: What is Activity 6: What is
Common between Acetone Common between Acetone
and Formalin (LM p. 140) and Formalin (LM p. 140)
D EXPLAIN 1.What are the common 1.What are the common

. products that contain products that contain
alcohol? alcohol?
2. What types of bond are 2. What types of bond are

present in ethyl alcohol, present in ethyl alcohol,
isopropyl alcohol, and isopropyl alcohol, and
methyl alcohol? methyl alcohol?
3.What accounts for the 3.What accounts for the

similar physical properties similar physical properties
of alcohols? of alcohols?
4.What are carbonl 4.What are carbonl

containing compounds? containing compounds?
5.What types of bonds are 5.What types of bonds are

present in acetone and present in acetone and
formalin? formalin?
E ELABORATE 1.Why are alcohols 1.Why are alcohols

. important? important?
2.Formalin and acetone 2.Formalin and acetone

are common carbonyl are common carbonyl
containing compounds. containing compounds.
79
Why do you think they both Why do you think they both
belong in the group of belong in the group of
carbonyl containing carbonyl containing
3.Give the uses of some 3.Give the uses of some

carbonyl containing carbonyl containing
compounds such as compounds such as
acetone and formalin. acetone and formalin.
4.Teacher may discuss

other classes of organic
compounds such as
amine, amide, carboxylic
acid, and others.
F EVALUATE Answer the Summative
. Test in the LM (p.142-144)
G EXTEND Create a brochure on the
. uses of different types of
organic compounds using
the following criteria:
Craftmanship 30 %
Content 40 %
Creativity 30 %
Total 100 %
V. REMARKS
VI. REFLECTION
VII. OTHERS
earned 80% on the
require additional
activities for
remediation.
C. Did the remedial
learners who have
caught up with the
lesson.
continue to require
remediation.
Why did it work?
80
encounter which my
can help me solve?
wish to share with
other teachers?
81
Time and Date: 2 sesssions Quarter/Week/Day Q2W9D1-2
I. OBJECTIVES
A Content Standard The learners demonstrate an understanding of the unit
. mole that quantitatively measures the number of very
small particles of matter.
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
composition.

. Use the mole concept to express mass of substance;
and (S9MT-IIi-19)
1. Define mole conceptually
2. Describe the relationships between the mole and
Avogadro’s number
3. Relate the mass of the object to the number of
pieces per item
4. Determine the number of moles or
particles/number of pieces through dimension
analysis
II. CONTENT Mole concept

.
A. References
2. Learner’s Module pages pp.145-150
3. Textbook pages
from Learning
Resource(LR) Portal
.
IV. PROCEDURE A B
A ELICIT In real life situations, say In real life situations, say
. when you buy rice or eggs when you buy rice or eggs
in a store, how are these in a store, how are these
pieces of matter pieces of matter
quantified? quantified?
How many rice grains are How many rice grains are
in a cavan of rice? Can you in a cavan of rice? Can you
count them? Why? count them? Why?
B ENGAGE 1.Students will sing the 1.Students will sing the
. Happy Mole Day Song and Happy Mole Day Song and
they will be asked to share they will be asked to share
words related to the lesson words related to the lesson
82
written in the song. written in the song.
2.Present Moley’s 2.Present Moley’s

Adventure and ask: Adventure and ask:
Q1: What are the words Q1: What are the words
from the mole day song from the mole day song
and news flash that you and news flash that you
have written? have written?
Q2: What were the Q2: What were the words
words your group your group underlined in
underlined in Moley’s Moley’s adventure ?
adventure ?
3.Ask the students to give 3.Ask the students to give

the number of pieces for the number of pieces for
each of the following each of the following
materials: materials:
a.a ream of bond paper a.a ream of bond paper
b. a dozen of egg b. a dozen of egg
c. a pair of shoes c. a pair of shoes
d. a gross of pencil d. a gross of pencil
e. a case of softdrinks e. a case of softdrinks
C EXPLORE The students perform The students perform
. Activity 1: Counting by Activity 1: Counting by
Getting the Mass of an Getting the Mass of an
Object in the LM (p. 147- Object in the LM (p.147-
149) 149)
D EXPLAIN 1.Presentation of the 1.Presentation of the
. results of the activity results of the activity
2. What is a mole? 2. What is a mole?
3. Discuss Avogadro’s 3. Discuss Avogadro’s

number. number.
4. How many particles are 4. How many particles are

present in one mole of a present in one mole of a
substance? substance?
5. Relate the results of the 5.Relate the results of the

activity to mole concept. activity to mole concept.
* Is the number of 25- * Is the number of 25-
centavo coins in step 2 the centavo coins in step 2 the
same as the number of 25- same as the number of 25-
centavo coins in step #3? centavo coins in step #3?
Why do you think so? Why do you think so?
.
E ELABORATE Discuss sample problems Discuss sample problems
. using dimensional analysis using dimensional analysis
1. How many molecules 1. How many molecules

are there in 4.0 moles of are there in 4.0 moles of
CO2? CO2?
83
2. How many mongo seeds 2. How many mongo seeds
are equal to 3.50 moles of are equal to 3.50 moles of
mongo seeds? mongo seeds?
3. How many moles of 3. How many moles of

tomatoes are in 3.01 x 1023 tomatoes are in 3.01 x 1023
tomatoes? tomatoes?
4. How many moles are 4. How many moles are

there in 6.02 x 1023 Carbon there in 6.02 x 1023 Carbon
atoms? atoms?
5. Having an experience in 5. Having an experience in

counting by getting the counting by getting the
mass, give some ways in mass, give some ways in
which you can apply this which you can apply this
procedure in daily life procedure in daily life
situations. situations.
F EVALUATE Answer the following Answer the following

. questions: questions:
1.How is the mass of the 1.How is the mass of the
object related to the object related to the
number of pieces per item? number of pieces per item?
2.How is the mole related 2.How is the mole related

to Avogadro’s number? to Avogadro’s number?
3.Give the number of 3.Give the number of

particles in 3.5 moles particles in 3.5 moles
lithium. lithium.
4.How many moles are 4.How many moles are

there in 1.204 x 1024 there in 1.204 x 1024
molecules of water? molecules of water?
G EXTEND Suppose you have a piggy Suppose you have a piggy
. bank full of 25-centavo bank full of 25-centavo
coins, how are you going coins, how are you going
to determine the number of to determine the number of
25-centavo coins 25-centavo coins
contained by your piggy contained by your piggy
bank without counting bank without counting
piece by piece? How will piece by piece? How will
you determine the amount you determine the amount
contained by your piggy contained by your piggy
bank? bank?
V. REMARKS
VI. REFLECTION
84
VII. OTHERS
earned 80% on the
require additional
activities for
remediation.
C. Did the remedial
learners who have
caught up with the
lesson.
continue to require
remediation.
Why did it work?
encounter which my
can help me solve?
wish to share with
other teachers?
85
I. OBJECTIVES

composition.

and (S9MT-IIi-19)
1. Measure the mass of a given number of objects
2. Convert the number of items to its equivalent
mass in grams or vice versa using the
equivalents from the result of the activity
3. Determine the molar mass of a substance
II. CONTENT Mole Applications

.
A. References
3. Textbook pages
from Learning
Resource(LR) Portal
.
IV. PROCEDURE A B
A ELICIT How is the number of How is the number of
. particles determined in a particles determined in a
substance? How about the substance? How about the
number of moles given the number of moles given the
number of particles? number of particles?
B ENGAGE BATTLE OF THE BRAINS BATTLE OF THE BRAINS

. (A BOARDS UP GAME (A BOARDS UP GAME
CHALLENGE) CHALLENGE) (3mins)
Before we proceed to our Before we proceed to our
next hands-on activity, let next hands-on activity, let
us have a boards- up us have a boards- up
game. This will prepare game. This will prepare
you to perform Activity 2 you to perform Activity 2
faster. Using your faster. Using your
86
improvised group boards improvised group boards
and white board marker, and white board marker,
answer the given answer the given
questions. Each item will questions. Each item will
give your group, 1 point. give your group, 1 point.
1. What is the mole ratio of 1.Give the value for the

the atoms present in H2O? Avogadro’s number.
2.How many moles of 2.What is the mole ratio of

sodium atoms are there in the atoms present in H2O?
sodium chloride?
3.How many moles are
3.How many moles of there in 6.02 x 10 23
carbon are there in carbon sodium atoms?
dioxide?
4.How many particles are 4. There are _____ moles
present in 1.75 moles in 1.204 x 1023 water
methane gas? molecules
C EXPLORE The students perform The students perform

. Activity 2: Total Count Vs. Activity 2: Total Count Vs.
Mass and Activity 3: The Mass and Activity 3: The
Mass of One Mole of a Mass of One Mole of a
Substance in the Learner’s Substance in the Learner’s
Module (p.149-150) Module (p.149-150)
. results of the activity results of the activity
2. Do the three different 2. Do the three different

materials have the same materials have the same
masses? Explain your masses? Explain your
answer. answer.
3. Was your expected 3. Was your expected

number of pieces per number of pieces per
material the same with the material the same with the
number of pieces equal to number of pieces equal to
25 g? 25 g?
4. What can you infer from 4. What can you infer from
the result of the activity? the result of the activity?
5. Do you think that one 5. Do you think that one

mole of different mole of different
substances have the same substances have the same
amount? amount?
6. Would 1.5 moles of 6. Would 1.5 moles of

water have the same water have the same
number of particles as 1.5 number of particles as 1.5
moles of any substances? moles of any substances?
87
E ELABORATE *Discuss how to get the *Discuss how to get the
. molar mass of a substance molar mass of a substance
* Let the students complete * Let the students complete

Table 4A: Molar Mass of Table 4A: Molar Mass of
Some Common Elements Some Common Elements
(p.151) and 4B: Molar (P.151) and 4B: Molar
Mass of Some Compounds Mass of Some Compounds
(p.151) (p.151)
F EVALUATE The students below are The students below are
. discussing some concepts discussing some concepts
about mole. Thumbs up if about mole. Thumbs up if
you agree with the you agree with the
statement and thumbs statement and thumbs
down if you disagree. down if you disagree.
1.CARDO: Different sets of 1.CARDO: Different sets of

materials with the same materials with the same
number of pieces have the number of pieces have the
same mass. same mass.
2. LEO: Different sets of 2. LEO: Different sets of

materials with the same materials with the same
number of pieces have number of pieces have
different masses. different masses.
3. JOSE: One mole of a 3. JOSE: One mole of a

substance contains a fixed substance contains a fixed
number of particles. number of particles.
4. DANIELLA: Different 4. DANIELLA: Different

materials of one mole each materials of one mole each
have different masses but have different masses but
the same number of the same number of
particles. particles.
5. RONAN: One mole of 5. RONAN: One mole of

table salt (NaCl) and table table salt (NaCl) and table
sugar (C12H22O11) weighs sugar (C12H22O11) weighs
the same. the same.
6-10. Answer Table 5: 6-10. Answer Table 5:

Molar Mass in the Lerner’s Molar Mass in the Lerner’s
Module (p.152) Module (P.152)
G EXTEND In what way the mole In what way the mole
. concept can be a useful concept can be a useful
quantitative tool in daily quantitative tool in daily
life? life?
V. REMARKS
88
VI. REFLECTION
VII. OTHERS
earned 80% on the
require additional
activities for
remediation.
C. Did the remedial
learners who have
caught up with the
lesson.
continue to require
remediation.
Why did it work?
encounter which my
can help me solve?
wish to share with
other teachers?
89
I. OBJECTIVES
composition.
and (S9MT-IIi-19)
1. Describe the relationships among the number of
moles, mass, and number of particles
2. Apply the mole concept in completing a set of
given data
II. CONTENT Mole Concept

.
A. References
3. Textbook pages
from Learning
Resource(LR) Portal
.
IV. PROCEDURE A B
A ELICIT 1.Does one mole of 1.Does one mole of
. different substances have different substances have
the same amount? the same amount?
2.How do we determine 2.How do we determine
the molar mass of a the molar mass of a
substance? substance?
B ENGAGE Race to MM Race to MM
. Each representative from a Each representative from a
group will solve for the group will solve for the
molar mass of each molar mass of each
compound. The 1st group compound. The 1st group
to answer correctly will be to answer correctly will be
declared as the winner. declared as the winner.
a. CH4 a. CH4
b. H2SO4 b. H2SO4
c. Al(OH)3 c. Al(OH)3
d. HCl d. HCl
e. C6H12O6
e. C6H12O6
90
C EXPLORE Students perform Activity Students perform Activity
. 4: The Relationships 4: The Relationships
Among Number of Moles, Among Number of Moles,
Mass, and Number of Mass, and Number of
Particles and Activity 5: Particles and Activity 5:
The Chemist’s Mole in the The Chemist’s Mole in the
Learner’s Module (p.152- Learner’s Module (p.152-
154) 154)
D EXPLAIN 1.Can you state the 1.Can you state the

. relationship between: relationship between:
a. mass and number of a. mass and number of
moles moles
b. number of moles and b. number of moles and
number of particles number of particles
2. How do you convert the 2. How do you convert the

mass of a given sample to mass of a given sample to
number of moles and vice number of moles and vice
versa? versa?
3. How do you compute for 3. How do you compute for

the number of particles the number of particles
given the following: given the following:
a. Mass of the sample a. Mass of the sample
b. Number of moles of b. Number of moles of
the sample the sample
E ELABORATE Present the Present the
. interconversion among interconversion among
number of moles, number number of moles, number
of particles and mass of particles and mass
through a diagram (on a through a diagram (on a
separate sheet) separate sheet)
F EVALUATE Learners answer the Learners answer the

. problems in the Learner’s problems in the Learner’s
Module on page 154. Module on page 154.
G EXTEND Prepare a concept map Prepare a concept map
. about the mole concept about the mole concept.
using the following criteria:
Completeness of idea 50%
Congruency 50 %
Total 100%
V. REMARKS
VI. REFLECTION
91
VII. OTHERS
earned 80% on the
require additional
activities for
remediation.
C. Did the remedial
learners who have
caught up with the
lesson.
continue to require
remediation.
Why did it work?
encounter which my
can help me solve?
wish to share with
other teachers?
92
Interconversion among number of moles, number of particles and
mass
93
I. OBJECTIVES

composition.

. Determine the percentage composition of a compound
given its chemical formula and vice versa.(S9MT-IIj-20)
1. Define percentage composition conceptually
2. Determine the percentage composition of a
substance in a compound.
II. CONTENT Percentage Composition

.
A. References
3. Textbook pages
from Learning
Resource(LR) Portal
.
IV. PROCEDURE A B
A ELICIT 1.What do we mean by the 1.What do we mean by the
. word percent? word percent?
2.In your class, how many 2. In your class, how many

percent are boys and how percent are boys and how
many percent are girls? many percent are girls?
B ENGAGE Present the pie graph of Present the pie graph of
. the % composition of water the % composition of water
in the Learner’s Module in the Learner’s Module
(p.156). How many percent (p.156). How many percent
of hydrogen and oxygen of hydrogen and oxygen
are present in water? are present in water?
C EXPLORE Working by group, Working by group,
. learners answer the learners answer the
sample problems in the sample problems in the
Learner’s Module on page Learner’s Module on page
76. 76.
. answers by group answers by group
94
2. Can you present a 2. Can you present a
general formula for the general formula for the
computation of percentage computation of percentage
composition? composition?
E ELABORATE In what other ways can we In what other ways can we
. use percentage use percentage
composition in our daily composition in our daily
lives? Can you give lives? Can you give
suggestions for its practical suggestions for its practical
use? use?
F EVALUATE Penicillin, the first of a now Sucrose, commonly known
. large number of antibiotics, as table sugar, has a
was discovered chemical formula
accidentally by the Scottish C12H22O11. Determine the
bacteriologist Alexander percentage composition of
Fleming in 1928, but he each element in table
was never able to isolate it sugar
as a pure compound. This
and similar antibiotics have
saved millions of lives that
might have been lost to
infections. Penicillin F has
the formula C14H20N2SO4.
Determine the percentage
composition of each
element in penicillin.
G EXTEND Look for a label of a Look for a label of a
. sample brand of milk and sample brand of milk and
identify the compounds identify the compounds
present on it. If there’s no present on it. If there’s no
indicated chemical formula, indicated chemical formula,
surf the internet and surf the internet and
determine the percentage determine the percentage
composition of each composition of each
element present in the element present in the
compound. compound.
V. REMARKS
VI. REFLECTION
VII. OTHERS
earned 80% on the
require additional
activities for
remediation.
95
C. Did the remedial
learners who have
caught up with the
lesson.
continue to require
remediation.
Why did it work?
encounter which my
can help me solve?
wish to share with
other teachers?
96
I. OBJECTIVES

composition.

. Determine the percentage composition of a compound
given its chemical formula and vice versa. ((S9MT-IIj-20)
1. calculate the percentage composition of element
in a compound;
2. apply concept of percentage composition in
choosing various products in the market
3. realize that the amount of substance intake can
be monitored with the use of percentage
composition.
II. CONTENT Percentage Composition of a Compound

.
A. References
3. Textbook pages
from Learning
Resource(LR) Portal
.
IV. PROCEDURE A B
A ELICIT How is the percentage How is the percentage
. composition of a composition of a
compound determined? compound determined?
B ENGAGE Present a sample label of a Present a sample label of a
. food product and let the food product and let the
learners identify the learners identify the
compounds present on it. compounds present on it.
Which element is present Which element is present
in greater amount? How in greater amount? How
about the element with the about the element with the
least amount? least amount?
C EXPLORE Learners perform Learners perform
. Activity &: It’s Grocery Activity &: It’s Grocery
Time in the Lerner’s Time in the Lerner’s
Module (p.157-158) Module (p.157-158)
97
D EXPLAIN 1.Presentation of output by 1.Presentation of output by
. group group
2. Based on this activity, 2. Based on this activity,

what food do you regularly what food do you regularly
consume which give your consume which give your
body a lot of carbon body a lot of carbon
(C) atoms and sodium (Na) (C) atoms and sodium (Na)
ions? ions?
3. Are these good for your 3. Are these good for your
body? Why? body? Why?
4. In what other ways can 4. In what other ways can

you make use of the you make use of the
concept on percentage concept on percentage
composition? composition?
E ELABORATE Discuss on the other Discuss on the other
. practical applications of practical applications of
percentage composition in percentage composition in
the following: the following:
1.agriculture 1.agriculture
2.purchase of dress 2.purchase of dress
3.choosing of food 3.choosing of food
products products
4. medicine 4. medicine
F EVALUATE Answer the Summative Answer the Summative
. Test on p. 159-160 of the Test on p. 159-160 of the
LM LM
G EXTEND Research on how much of Research on how much of
. the various types of food the various types of food
are recommended for your are recommended for your
age group applying your age group applying your
knowledge on percentage knowledge on percentage
composition using the composition.
following criteria:
Content 50 %
Allignment 25 %
Organization 25%
Total 100 %
V. REMARKS
VI. REFLECTION
VII. OTHERS
earned 80% on the
98
require additional
activities for
remediation.
C. Did the remedial
learners who have
caught up with the
lesson.
continue to require
remediation.
Why did it work?
encounter which my
can help me solve?
wish to share with
other teachers?
99

Science Grade 9 Q2 PDF

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Science Grade 9 Q2 PDF

Uploaded by

Copyright:

Available Formats

PROTOTYPE AND CONTEXTUALIZED

DAILY LESSON PLANS IN GRADE 9

DEVELOPMENT TEAM – TABACO CITY DIVISION

1. Rolly C. Duroy 4. Chona B. Zamora

LANGUAGE EDITORS: ILLUSTRATOR:

VALIDATORS/QUALITY ASSURANCE TEAM:

LAY-OUT ARTIST EDITOR

TABLE OF CONTENTS III

LC 1. Describe how the Bohr’s model of the atom 1

LC 2. Explain how the quantum mechanical model of 6

LC 3. Explain the formation of ionic and covalent 10

LC 4. Recognize different types of compounds (ionic or covalent) 18

based on their properties such as melting point, hardness,

LC 5: Explain properties of metals in terms of their 27

LC 6: Explain how ions are formed. (S9MT-IIe-f-16) 48

LC 8: Recognize the general classes and uses of organic 75

LC 9: Use the mole concept to express mass of substance; 82

LC 10: Determine the percentage composition of a compound 94

B Performance Standard The Learners shall be able to:

C Learning Competency The Learners should be able to:

III LEARNING RESOURCES

2.The teacher presents Bohr’s 2. The teacher presents

D EXPLAIN 1.Presentation of Output 1.Presentation of Output

III LEARNING RESOURCES

Account for any similarities

2.Present video on 2. Present video on

3.What is electron 3.What is electron

4.What are the rules in 4.What are the rules in

7.How are electrons 7.How are electrons

E ELABORATE How are the following A.What is stated in the

F EVALUATE Distribute the electrons of Distribute the electrons of

G EXTEND 1. Define the following: 1. Define the following:

B Performance Standard The learners shall be able to:

C Learning Competency The learners should be able to:

C EXPLORE The learners perform the The learners will perform

1. Answer Guide 1. Answer Guide

2. Complete Table 1 on 2. Complete Table 1 on

a.Lewis Symbols are a.Lewis Symbols are

b. Write the chemical b. Write the chemical

2.How about when another 2.How about when another

E ELABORATE The concept of Screening With the aid of a graphical

B.Write the Lewis symbols B.Write the Lewis symbols

B Performance Standard The learners shall be able to:

C Learning Competency The learners should be able to:

II. CONTENT Ionic and Covalent Bonding

III LEARNING RESOURCES

*How about their valence

*What type of chemical

2. After the groups have presented their outputs, the

D EXPLAIN 1.What is a chemical 1.What is a chemical

2.How will you differentiate 2.How will you differentiate

3.Why is it acceptable to 3.Why is it acceptable to

4.How about Agua 4.How about Agua

E ELABORATE A.Discuss how ionic and Discuss how ionic and

B.Learners perform Activity B.Learners perform Activity

F EVALUATE 1-2.Differentiate ionic 1-2. Differentiate ionic

3-5.Tell what type of 3-5.Tell what type of

6-10.Ilustrate and 6-10.Ilustrate and

G EXTEND A. TheCheMathematicians- A. TheCheMathematicians-

Pair of Type of Pair of Type of

A Content Standard The learners demonstrate an understanding of:

B Performance Standard The learners shall be able to:

E ELABORATE How do the uses and How do the uses and

What happens when the What happens when the

Where do the extra Where do the extra