School Grade Level 10

Teacher Learning Area Science ( Chemistry)

Teaching Dates May 10, 2023 Quarter 4th

Teaching Time 8:30 - 9:30 Section

I. OBJECTIVES

A. Content Standard The learners demonstrate an understanding of...

 how gases behave based on the motion and relative distances between gas particles

B. Performance Standards The learners shall be able to demonstrate understanding of the gas laws

C. Most Essential Learning S9MT -IIj – 20

Competency
Investigate the relationship between: volume and pressure at constant temperature of a gas

D. CONTENTS Boyle’s Law

E. LEARNING RESOURCES

A. Reference

1. Teacher’s Guide Pages

2. Learner’s Module
(MELC 3)

3. Textbook Pages pages 285

4. Additional Materials Pictures, Manila Paper, Envelope

From Learning
Resource (LR) Portal

B. Other Learning Resources

Youtube
chem.libretexts.org

F. PROCEDURES

TEACHERS ACTIVITY STUDENTS ACTIVITY

A. Review previews lesson or Good morning everyone! Good Morning sir.

presenting a new lesson.
Can somebody lead the prayer?
“Checking of attendance”
Activity 1: Am I a gas?
Procedure:
The class will divide into 4 groups each groups will
receive an envelope containing empty sheet bond paper
and cut off pictures of different things. Identify if the
picture represents gas then paste it on an empty sheet of
bond paper.

Very good. It seems that you are familiar with gasses

B. Establishing a purpose
for the lesson
Activity 2: Guess the words
Objective:
Draw your luck.
Procedure:
The teacher will write random questions in a piece of
paper and a “Pass” and scrambled it in a box. The students
will draw and if they get questions they answer it and if
they get pass the person next to him/her will draw.
1. It is an expression of force exerted on a surface 1. Pressure
per unit area. 2. Volume
2. It is the amount of space occupied by a sample of 3. Robert Boyle
matter. 4. inversely proportional
3. Who conducted the experiment about the
Volume-Pressure relationship?
4. In boyle’s law the volume and pressure is?
(directly proportional or inversely proportional)
Very good. Now that you already guess the words. We
will encounter those terms.

The teacher will paste a tarpaper in the board about the

Boyle’s Law.
C. Presenting Presenting Example.
examples/instances of
new lesson This is the example of Boyle’s Law.

D. Discussing new concept Boyle’s Law by Robert Boyle

and practicing it with
new skill # 1 Volume-Pressure Relationship
It stated that the Volume is inversely proportional to the
pressure. Where the temperature is constants
Boyle showed us that when the volume decreases, the
pressure increases, which pertains to an inverse relation.
This relationship can be express in a mathematical way V
∝P
Change the symbol ∝to an equal sign, a proportionality
constant k is introduced
V= kP
Or simply k=P/V
P1V1 = P2V2

E. Developing new Activity no.3 Sample Problem

concepts and practicing
new skills # 2 1. Freon in air.-conditioning unit has a volume of Given:
0.30L. It is allowed to function in a room. Find
P1 = 628mmHg,
the final pressure of Freon when its volume is
increased to 0.95L V1 = 0.30L
V2 = 0.95L
Find: P2 = ?
Sol.
P1V1=P2V2

V1
P2=P1
v2
 0.30 L
P2=628( )
0.95 L
P2= 198.316mmHg

F. Developing mastery Let’s check if you gained some insights about what we’ve
discussed today.
( leads to formative
assessment ) 1. What relationship that the Boyle’s law shown?
2. What are the measurable properties of gases in 1. Volume-Pressure
Boyles Law? Relationship
3. What is the formula in Boyle’s Law? 2. Volume and Pressure
3. P1V1=P2V2

G. Finding practical Have you ever wonder what’s the purpose of solving
applications of concept Boyle’s Law and how can you relate it in real life?
and skills in daily  Well Boyle’s law aren’t simply solving random
living numbers. Those numbers and properties
represents something that you can see in real life,
for example the syringe; when you remove the
needle and cover the tip then pressing the handle
of it you can feel that there is something pushing
in the cover and the lesser the volume it gets it
becomes harder in pressing it and that is pressure.
These are the following example that represents Boyle’s
law

H. Making generalization Boyle’s Law helps us to calculate or predict the pressure

and abstractions about required to a certain things when volume is given or the
the lesson change in volume if the pressure is given.

I. Evaluating learning Quiz.

1. A gas occupies 12.3 liters at a pressure of 40.0 mmHg. What is the volume when the
pressure is increased to 60.0 mmHg?
2. A gas occupies 1.56 L at 1.00 atm. What will be the volume of this gas if the pressure
becomes 3.00 atm?
3. A gas occupies 11.2 liters at 0.860 atm. What is the pressure if the volume becomes
15.0 L?
J. Additional activities for
application or
remediation
G. REMARKS

H. Reflection

A. No. of learners who

earned 70% on the
formative assessment
B. No. of learners who
require additional
activities for remediation
C. Did the remedial lesson
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
strategy worked well?
Why did this work
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
use/discover which I
wish to share to other
teacher.