School Grade Level 9

Teacher Learning Area SCIENCE

DAILY
Teaching Dates and Quarter
LESSON
Time
LOG

SECOND
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
A. Content Standard
Use the unit mole that quantitatively measures the number of very small particles of matter.
B. Performance Standard
Analyse the percentage composition of different brand of two food products and decide on products on appropriate percentage composition.
C. Learning S9MT-Iii-19
Competency/Objectives • Assess students’ prior Calculate the mass of Describe the relationships Apply the mole concept in
knowledge about mole one mole of a substance among the number of completing a given set of
concept and using the periodic table moles, mass, and number data.
percentage of elements. of particles.
• Measure the mass of
composition of
a given number of
compounds. objects.
• Measure the mass of
• Record the mass with
an object.
the correct number of
• Record the mass with
significant figures.
the correct number of
significant figures.
• Relate the mass of the
object to the number
of pieces per item.
II. CONTENT
Inter-conversions Among Mass, Moles and Number
Mole Concept Molar Mass
of Particles
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages 117-119 120-121 121-123 125-129 125-129
2. Learner’s Materials pages 145-149 149-150 151-152 152-153 152-153
3. Textbook pages
 4. Additional Materials from https://www.youtube.com/
Learning Resource watch?v=g_BelGwRxG8&sp
(LR)portal
freload=5

B. Other Learning Resource

IV. PROCEDURES
A. Reviewing previous • Based on the previous • Ask how chemists • Describe molar mass.
lesson or presenting Ask how scientists activity, ask how large count tiny particles • Have students Recall on how to count
the new lesson count very small quantities of objects can such as atoms and perform the Molar particles of substances
particles such as atoms, be counted molecules. • Ask Mass Relay. (See from given masses.
ions and molecules. conveniently. • Ask what Avogadro’s attachment #2 for the
Before answering the what counting unit is number is. mechanics.)
question, let them used by chemists in • Ask if one mole of
answer the Pre- counting tiny particles different substances
Assessment in the LM such as atoms and have the same
on page 145. molecules and its mass.
equivalent number.
B. Establishing a purpose • Ask students the • Ask how many Tell the students to come Tell the students to come to
for the lesson equivalence of the hydrogen atom and to their corresponding their corresponding group
following counting oxygen atom are group mates to perform mates to perform
units: there in one molecule this activity. The first this activity. The
A Pair of shoes = of water or the atomic group to answer correctly first group to answer
___ ratio. (2:1) will be given an artificial correctly will be given an
• Ask why the unit • Ask the total no. of gold medal (prize is artificial golden cup (prize is
A Dozen of eggs =
mole consists of a atoms of hydrogen optional). Show them a optional).
___
very large number and oxygen in a picture of a gold medal Show them a picture of a
A Case of coke =
compared to case, dozen molecules of thru a slide. golden cup. Tell students
___
ream, and dozen. water. (24 atoms of H (See attachment #3) that this golden cup
A Ream of paper =
• Ask if one mole of and 12 atoms of O). contains 3.01 x1024 atoms.
___
sulfur has the same • Ask what will be the A pure gold medal has a (See
• Ask them the
mass as one mole of number of atoms of H mass of 591 g. attachment #4)
advantage of using
aluminum. and O in one mole of 1.) How many moles of Questions:
these units in
counting too many water molecules. (2 gold atoms are there in 1. How many moles of
objects compared to moles or 1.21 x 1024 the gold medal if its molar gold are there? (5 moles)
counting them one by H atoms and 1 mole mass is 197 g? (3 moles) 2. What is the mass of
one. or 2.) How many atoms of the golden cup? (The molar
• Ask them what other 6.02 x 1023 O atoms) gold are present? (1.81 mass of gold is 197 g, so
 ways to make
counting too many
objects easier and
faster.
C. Presenting Mang Juan is
examples/Instances constructing his bahay
of the new lesson kubo and he needs to
buy a lot of iron nails.
How is iron nails bought
from a hardware store,
by number or by mass?
Why are they usually
sold by mass? What
instrument is used for
getting the mass of
objects like iron nails?
Is it possible to
determine the exact
number of iron nails he
bought for his bahay-
kubo using a weighing
scale? How?
D. Discussing new Perform Activity1:
concepts and “Counting by Getting
practicing new skills # the Mass of an Object”
1 (Demonstrate the proper
use of the platform
balance first.)
E. Discussing new Answer the
concepts and guide questions.
x10 24 atoms) the
mass is 985g)
. Let them show their
solution.
• How can you Let them show their
calculate the mass of solution.
1 mole of water
molecules?
• The first who will
answer correctly will
be given a prize.
Present table 3 on page Ask how they convert a Ask how they convert a
150 of the module. given mass to moles given number of moles
• Ask how the molar then to number of into mass in grams.
mass of oxygen gas particles.
Present one mole of O2, sugar, and
sulfur and one mole of hydrogen peroxide is
aluminum. The mass of determined.
one mole of sulfur is • Ask if the same
32.01 g while the mass process is used as
of one mole of what they did with
aluminum is 27.00 g. the mass of 1 mole
Ask why one mole of of water.
different substances • Ask them how they
have different masses. will prepare exactly
23
6.02 x 10
molecules or 1 mole
of table sugar.
Perform Activity 4: Perform Activity 5 “The
“The Relationship Chemist’s Mole”
Perform Activity 2: Perform Activity 3:
Among Mole, Mass and
“Total Count Vs. “The Mass of One
Number of Particles”
Mass” Mole of a Substance”
Answer the Answer the Answer the guide Answer the guide
guide questions. guide questions. questions. questions.
 practicing new skills #
2
F. Developing mastery • Discussion on • Discussion on the • Discussion on the • Discussion on the
the results of the results of the activity. • Discussion on the results of the activity. results of the activity.
activity. • Present table 3 on results of the activity. • Ask what mathematical • Ask what mathematical
• Ask what counting page 150 of the LM. • Discuss how to derive operation is used to operation is used to
unit is used by • Ask what tool the molar mass of convert a given mass convert a given no. of
chemists in counting provides information different substances into no. of moles. atoms into moles.
tiny particles such as on the mass of one using the periodic (division) (division)
atoms and molecules mole of an element. table.
and its equivalent
number.

• Emphasize that (Ans. : the periodic • Ask what mathematical • Ask what mathematical
scientists are able to table of elements) operation is used to operation is used to
count very small convert no. of moles to convert a given moles
particles by means of particles. into mass.
a platform balance (multiplication) (multiplication)
and the periodic table.
Listed on the periodic
table the mass of 1
mole of an element.
• Ask why the
equivalent number is
called
Avogadro’s number.
• Present and discuss
the sample problem in
the module on page
149.
G. Finding practical • Ask them to arrange Ask how many CO2 Ask what must be the
application of the following molecules are released mass of methane (CH4)
concepts and skills in substances from the into the atmosphere if 32g required to produce 5
daily living lightest to heaviest. of methane (CH4) reacts moles of CO2 if burning 1
Ne, N 2, H2, He,CO2 with 128 g of oxygen gas mole of methane produces
(Answer: H2, He, and produce 88g of CO2 1 mole of carbon dioxide.
CH4, Ne, N2, CO2, ) along with 72 g of water Ask how many CO2
Ask what can be a vapor. (Convert 88 g CO2 molecules are released out
convenient way of • Ask which can be
Ask if 50 g of gold and used to fill up a into moles and to no. of of this mass of methane.
counting large quantities particles, the answer is (Show the chemical
50 g of silver have the balloon that can rise
of objects. (counting by 1.20x1024 molecules). equation, see attachment
same number of atoms up in the air. (H2, He,
getting the mass) #5). Ask how they think it
and explain their and CH4 because
In what ways in your will affect the environment,
answer. their molar mass is
daily life can you apply and what action must be
this procedure? lighter than oxygen
gas). done.
• Ask why hydrogen
and methane gas is
not used in party
balloons. (They are
both flammable, He is
an inert gas).

H. Making generalizations
and abstractions about
the lesson
I. Evaluating learning
J Additional activities for
. application or
Ask if they think Ask how to determine Ask how to determine Ask how to determine the
scientists do the same the mass of one mole the no. of moles and no. of moles and particles
way (in the activity) an element and a particles from a given from a given mass of
when counting the • Ask them to describe compound mass of substance. substance and vice versa.
number of very small molar mass.
particles such as atoms • Ask if moles of different
and molecules and substances have the
what are the same mass.
instruments used.
(periodic table and
platform balance)
Present table 5 in the
Solve the problems on Give a short quiz. (See LM on page 152 and
page 149 of the LM. attachment #1) give it as a quiz.
Watch the video “ One
Mole and Avogadro’s
 remediation Number” from
https://www.youtube.co
m/
watch?
v=g_BelGwRxG8&sp
freload=5
V. REMARKS

VI. REFLECTION

A. No. of learners who

earned 80% in the
evaluation
B. No. of learners who
require additional
activities for
remediation who
scored below 80%
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
use/discover which I
wish to share with other
teachers?
 School Grade Level 9
DAILY Teacher Learning Area SCIENCE
LESSON Teaching Dates and Quarter
LOG Time

SECOND

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

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

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

C. Learning S9MT-Iii-19 S9MT-IIj-20

Competency/Objectives .
Calculate the • .Apply the concept of • Recall past lessons.
percentage percentage • Answer test items
composition by mass composition in correctly and honestly.
Covert given mass of compounds given choosing grocery
into moles and Prepare a concept their chemical formula. items.
number of particles map on the Mole • Realize that the
and vice versa. Concept. amount of
substances intake
can be monitored
with the use of
percentage
composition.
VIII. CONTENT Inter-conversions
Among Mass, Moles and Mole Concept Percentage Composition of a Compound Summative Assessment
Number of Particles
IX. LEARNING RESOURCES
A. References
5. Teacher’s Guide pages pp.126-129 p. 130 pp. 130-132 pp. 130-132 p. 133
6. Learner’s Materials pages p.154 p. 155 pp. 155-157 pp. 157-158 p. 159
7. Textbook pages

8. Additional Materials from

Learning Resource
(LR)portal
B. Other Learning Resource https://www.youtube.com https://www.youtube.com
/watch?v=wqZSxErQ7Ck /watch?v=ZAxl502Yl9g
 X. PROCEDURES
A. Reviewing previous lesson Recall on how to Recall on how to solve Recall on how to solve .
How do you convert a
or presenting the new lesson determine the no. of for molar mass of a for the percentage
given mass of a
moles and particles from compound. composition of
substance into number of
a given mass of compounds
moles and number of
substance and vice
particles?
versa.
B. Establishing a purpose for Ask: “Have you given
the lesson As a group, they will • Ask the total number the task by your
construct their own of students in the parents to buy
concept map on how to class and how many groceries in the
easily convert mass to Let them watch the are males and supermarket? Do you
mole and to number of females. Ask the take time to look at the
video “What is a Mole?”
particles and vice versa percentage of male nutritional facts of an
from
using a marker and and female in the item before buying it?
cartolina. Let them https://www.youtube.c class. Why is it important to
explain their answer (5 o m/watch? • Ask on the look at the nutritional
pts.). v=wqZSxErQ percentage by mass facts before buying or
7Ck of hydrogen in one consuming a product?”
mole of water, given
that in 18g of water
there is 2 g of
hydrogen.
C. Presenting • Show the video “How Present a label of
examples/Instances of to Calculate canned goods such
the new lesson Percentage Mass” as corned beef or
Based on the previous from meat loaf. Ask if all of
activities, ask how they https://www.youtube.c the ingredients are
Let them explain their
will organize their om/watch?v=ZAxl502 good to one’s health.
concept map.
knowledge on the Yl9g Ask how one can
concept of mole. • Present the formula regulate the amount
for determining the of food to be taken in
percentage order to keep a
healthy lifestyle.
 composition by mass
of a compound.
• Give more examples on
calculating the
percentage
composition of
compounds.

D. Discussing new concepts

and practicing new skills # 1 Part I
Perform the “Mole
Relay” (See attachment Perform Activity 7: “It’s
#6 for the Perform the problem Grocery Time!”
. Perform Activity 6
mechanics.) solving on page 157 of
“Mole Map”
Part II the LM.
Give the set of problems
from page 154 of the LM
to be answered
individually.
E. Discussing new concepts Answer the guide
and practicing new skills # 2 questions.
F. Developing mastery Discussion on the .
Discussion on the results result of the activity.
Discussion on the results Discussion on the results
of the activity. Have students recite
of the activity. of the activity 6.
their answers to the
guide questions.
G. Finding practical Ask why 6.02x1023 The roots of the plants • Calcium is important
application of concepts and absorb the nutrients in our diet because it
particles called the makes our bones
skills in daily living from the soil. Potassium
Avogadro’s Number. Follow up their search healthier.
is the mineral
Instruct them to search about the scientists Which calcium
responsible for a
on the contributions of involved in the supplements contain
healthy root system. If the highest
Amedeo Avogadro in development of mole you were a farmer, percentage of
science. Ask them what concept. Have a which of the following Calcium? (Ans:
they think are the good discussion regarding fertilizers are you going CaCO3)
qualities of Avogadro and this matter. to use? K2SO4, KCl, Calcium carbonate:
other scientists involved
K2O, or K2CO3? CaCO3, Calcium
in the development of the citrate: Ca3(C6H5O7)2,
concept of mole that they
 Calcium gluconate:
Ca(C6H11O7)2
want to emulate.
Remember that the
decision on which

supplement should
take depends on side
effects and the advice
of a physician.
Calcium carbonate is
used as an antacid, so
it decreases the
acidity in the stomach.
Nutritionists
recommend that it
should be taken with
meals. (Meals cause
stomach acid to be
produced for
digestion).
• Ask in what other ways
they can make use of
the concept on
percentage
composition.
H. Making generalizations Ask the importance of Ask how to solve for the Ask why knowledge on
Ask how to do
and abstractions about the using the mole concept percentage composition percentage
conversions of mass to
lesson and molar mass of a of a compound. composition of
mole and to number of
compound in expressing substances is
particles and vice versa.
amount of substance. important.
I. Evaluating learning

J. Additional activities for

application or remediation
XI. REMARKS

XII. REFLECTION
 A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for remediation
who scored below 80%

C. Did the remedial lessons

work? No. of learners who have
caught up with the lesson

D. No. of learners who continue

to require remediation
E. Which of my teaching
strategies worked well? Why did
these work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?

G. What innovation or localized

materials did I use/discover which
I wish to share with other
teachers?