School Grade Level 9

DAILY LESSON Teacher Learning Area

LOG

SCIENCE
Teaching Dates and Quarter SECOND QUARTER
Time

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standard The learners demonstrate understanding of the development of atomic models that led to the description of the behavior of electrons within
the atoms.
B. Performance Standard • Describe how Bohr’s model of the atom improved Rutherford’s atomic model
• Explain how Quantum Mechanical Model of the atom describes the energies and positions of the electrons.
C. Learning S9MT-IIa-13
Competency/Objectives • Determine the  Describe how it is • Write the
characteristic colors likely to find the electron
that metal salts emit electron in an configuration of
• Relate colors emitted atom by the elements in
by salts to the probability the third period
structure of the atom • Determine
the pattern of
filling the orbitals
based on the
given distribution
for the first 10
elements
• Devise
rules in filling up
the orbitals
II. CONTENT FLAME TEST PREDICTING THE ELECTRON
PROBABLE LOCATION CONFIGURATION
OF AN ELECTRON
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pp. 83-85 pp. 85-88 pp. 88-89
2. Learner’s Materials pages pp. 100-104 pp. 104-108 pp. 108-109
 3. Textbook pages
4. Additional Materials from Project Ease, Chemistry Project Ease, Chemistry Project Ease, Chemistry
Learning Resource

5. (LR)portal Module 10 What’s inside Module 10 What’s inside Module 11 Electron

the Atom? the Atom? Configuration
B. Other Learning Resource https://www.youtube.com/ https:// https://www.youtube.com/
watch?v=bmZ2bpJKXUI www.youtube.com watch?v=lqWL0WMtlYk
/watch?v=cKzh5yeQGjA
IV. PROCEDURES
A. Reviewing previous lesson or Discuss earlier concepts of Draw an atom as Draw an atom as
presenting the new lesson the atomic structure. describe by Niels Bohr. describe in
Quantum
Mechanical Model
B. Establishing a purpose for the Let the students watch a Explain the fault in Compare clues in a
lesson video about fireworks Bohr’s Model of the Atom treasure map with
competition. electron configuration.
C. Presenting Explain the reason of the Do Activity 2. Write the electron
examples/Instances of the different colors from configuration of a
new lesson fireworks. hypothetical element x
with atomic no. 30
D. Discussing new concepts and Give important reminders Discuss Guide questions. Do Activity 3
practicing new skills # 1 when dealing with
chemicals.
E. Discussing new concepts and Do Activity 1. “The Flame Prove that electrons Discuss Guide questions.
practicing new skills # 2 Test”. found in definite orbits
around the nucleus is not
accurate.
Introduce the Quantum
Mechanical Model of
the Atom.
F. Developing mastery Discuss Guide questions. Discuss the quantum no. Discuss Aufbau principle,
Explain what happens to As shown in table 2 Hund’s rule and Pauli’s
an excited electron. p.107 Exclusion principle.
G. Finding practical application Explain that the color
of concepts and skills in emitted by an element can
daily living be used to identify the
name of the element.
H. Making generalizations and Relate the color observed Infer that properties of
abstractions about the lesson from an element and the elements depends on the
structure of atom. arrangement of electrons
outside the nucleus.
 School Grade Level 9
DAILY LESSON Teacher Learning Area
LOG

SCIENCE
Teaching Dates and Quarter SECOND QUARTER
Time
 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

VII. OBJECTIVES
A. Content Standard The learners demonstrate understanding of
 How atoms combine with other atoms by transferring or by sharing electrons 
Forces that holds metals together
B. Performance Standard The learners should be able to
 Explain the formation of ionic and covalent bonds
 Recognize different types of compounds (ionic or covalent) based on their properties such as melting point, hardness, polarity and
electrical and thermal conductivity
 Explain how ions are formed
C. Learning S9MT-IIb-14 S9MT-IIc-d-15 S9MT-IIe-f-16
Competency/Objectives • Identify the number • Write the Lewis • Illustrate • Explain • Make a
of valence Symbol of the how an ionic bond how covalent model of a metallic
electrons of atoms common metals formed bonding bond
• Compare the and non-metals • Show how takes place • Relate the
electronegativity • Show the ions are formed • Illustrate properties of metals
and ionization relationship the sharing of to the kind of bond
energy values of among the number electrons they are made of
metals and of valence
nonmetals electrons,
electronegativity,
and ionization
energy
VIII. CONTENT MAPPING THE LEWIS SYMBOL IONIC BOND COVALENT BOND METALLIC BOND
PERIODIC TABLE
IX. LEARNING RESOURCES
C. References
6. Teacher’s Guide pages pp. 90-92 pp. 92 pp. 93 pp. 93-96 pp. 96-97
7. Learner’s Materials pages pp. 113-115 pp. 115-117 pp. 118-119 pp. 118-119 pp. 121-123
8. Textbook pages
9. Additional Materials from Project Ease, Chemistry Project Ease, Chemistry Project Ease, Chemistry Project Ease, Chemistry Project Ease, Chemistry
Learning Resource Module 14 Chemical Module 14 Chemical Module 14 Chemical Module 14 Chemical Module 14 Chemical
10. (LR)portal Bonds Bonds Bonds Bonds Bonds
 D. Other Learning Resource
X. PROCEDURES
K. Reviewing previous lesson or
presenting the new lesson
L. Establishing a purpose for the
lesson
M. Presenting
examples/Instances of
the new lesson
N. Discussing new concepts and Do Activity 1
practicing new skills # 1
O. Discussing new concepts and Discuss Guide questions.
practicing new skills # 2
P. Developing mastery
https://www.youtube.com https://www.youtube.com/ https://www.youtube.com https://www.youtube.com/
/watch?v=Sk7W2VgbhO watch?v=DEdRcfyYnSQ /watch?v=LkAykOv1foc watch?v=eVv3TpaQ2-A
g
Review the Bohr model of What are valence Which type of element How ionic bond takes What type of bond will be
the atom and point out electrons? tends to loose electron/s? place? formed from a metal and
where the valence Gain electron/s? non-metal?
electrons are. What type of bond will be
formed from two
nonmetals?
Show a periodic table.Ask Operationally define Ask students, if you have Watch video about What type of bond will be
the students, how are the electronegativity two sandwiches and you covalent bond formed by two metals?
elements arranged in the and ionization see your classmate don’t
periodic table?. energy. have anything to eat,
Discuss Lewis structure. what would you do?
Ask the students,Why Show how to write the Get the difference of the Get the electronegativity Explain how metallic bond
atoms bond with other Lewis Structure of an electronegativities of difference between happens.
atoms? element. sodium and chlorine and Carbon and Oxygen.
show the transfer of
electrons .
Do Activity 2 Do Activity 3 Show how to construct Do Activity 5
the Lewis structure of Fill in tables 3 and 4
CO2 .
Discuss Guide questions. Discuss Guide questions. Do Activity 4 Discuss Guide questions.
Where are the metals and Discuss the Octet Rule. What should be the When do covalent bond What are some properties
non-metals in the periodic difference in the takes place? of metals?
table? electronegativity of two What are some common
elements for it to become uses of metals?
ionic?
Q. Finding practical application Show a picture of sodiuma Elements wants to Relate the saying, Its Ask students, if you have Why do we use gold
of concepts and skills in very reactive metal, and become stable by having better to give than to a book and your in making jewelry?
daily living chlorine -a very poisonous 8 valence electrons. Ask receive to the topic. seatmate don’t have, Why do we use iron in
gas. Point out that when students, do you have what would you do? making grills?
these elements bond, salt your own goal?
will be formed.
R. Making generalizations and What type of elements has How do electronegativity What element forms Metals are malleable,
abstractions about the lesson low ionization energy? and ionization energy cation? Anion? Differentiate polar from lustrous, ductile, and are
High electronegativity? plays an important role non-polar covalent bond good conductor of heat and
in chemical bonding? electricity.
GRADE 1 to 12 School Grade Level 9
 DAILY LESSON LOG Teacher Learning Area

SCIENCE
Teaching Dates and Quarter SECOND QUARTER
Time

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning
Competency/Objectives
The learners demonstrate understanding of
 How atoms combine with other atoms by transferring or by sharing electrons 
Forces that holds metals together
The learners should be able to
 Explain the formation of ionic and covalent bonds
 Recognize different types of compounds(ionic or covalent) based on their properties such as melting point, hardness, polarity and
electrical and thermal conductivity
 Explain how ions are formed
S9MT-IIe-f-16
 Recognize ionic
and covalent
compound based
on their physical
properties

II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pp. 98-102
2. Learner’s Materials pages pp. 123-124
3. Textbook pages
4. Additional Materials from Project Ease, Chemistry
Learning Resource Module 14 Chemical
5. (LR)portal Bonds
B. Other Learning Resource https://www.youtube.com/
watch?v=SMBA7E6ZZjg
IV. PROCEDURES
A. Reviewing previous lesson or Differentiate ionic from
presenting the new lesson covalent bond based on
how they form.
B. Establishing a purpose for the Is there a way to
lesson distinguish ionic from
covalent compounds aside
from how they were
formed?
C. Presenting examples/Instances of Show how construct the
the new lesson improvised conductivity
apparatus .
D. Discussing new concepts and Do Activity 6
practicing new skills # 1

E. Discussing new concepts and Discuss findings through

practicing new skills # 2 group reporting.
F. Developing mastery Watch video about the
difference of ionic and
covalent compounds
G. Finding practical application of Explain why it is
concepts and skills in daily living dangerous to walk in
floodwater after a
typhoon.
H. Making generalizations and How can we distinguish
abstractions about the lesson ionic compounds from
covalent compounds base
on physical properties?
I. Evaluating learning Summative Test
J. Additional activities for
application or remediation
XIII. REMARKS
XIV. 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?
GRADE 1 to 12 School Grade Level 9
 DAILY LESSON LOG Teacher Learning
Area

SCIENCE 9
Teaching Dates and Quarter SECOND
Time

MONDAY TUESDAY WEDNESDAY THURDAY FRIDAY

I. OBJECTIVES

A. Content Standard The learners demonstrate an understanding of forces that hold metals together

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 create.

C. Learning Competency S9MT-IIc-d15 S9MT-IIe-f16

/Objectives
Write the LC code for each. 1. Explain properties of 1. Explain how ions are
metals in terms of formed.
their structure.
II. CONTENT

Metallic Bond and the Formation of Ions

Properties of Metals

III. LEARNING
RESOURCES
A. References

1. Teacher’s Guide pages pp. 96- 97 p.93

2. Learner’s Materials pp. 121- 122 pp. 116- 119

pages
3. Textbook pages
 4. Additional Materials
from Learning
Resource (LR)portal
B. Other Learning Resource
IV. PROCEDURES
A. Reviewing previous lesson Let the students classify
or presenting the new some compounds as either
lesson ionic compound or covalent
compound.
Let them recall the definition
of ionic and covalent bond
based on their answer. Ask
the students to differentiate
these two types of bond.
B. Establishing a purpose for Post a question on the board
the lesson that says “If metals can bond
Demonstrate to the students
an activity that shows the
formation of ions in a
solution (ex. Table salt in
water can make the water a
good conductor of
electricity). Ask the
students how is this change
of electrical conductivity
becomes possible.
Gather some answers to the
students.
Let the students recall first
how table salt forms.
Students will recall that table
salt ( NaCl) is a product of
ionic bonding or the transfer
of electron from a metal to a
nonmetal which causes an
electrically neutral atom of
metal to become positively
charge and an electrically
neutral atom of nonmetal to
be negatively charge.
Introduce to the students the
process of ionization or the
 with nonmetals and
nonmetals can bond to
nonmetals, is it possible for
metals to bond with metals?”
Solicit answers from the
students and ask them how it
will happen.
(Answers must be noted to
be used as the lesson
progresses).
Another question to be posted
is this “ Is the bond that exists
among metals can be the
reason for its properties?”
formation of electrically
charged atoms or molecules.
Tell to the students that ions
can be grouped as positively
charged ions or cation and
negatively charged ions or
anion. Mention also that ions
can be an atom or it can be
a molecule.
Explain to the students that
properties of a solution
depends on the type of ions
that are found on it.

C. Presenting Show the students some Post a list of ions on the

examples/Instances of pictures of metals which
the new lesson display some of its
characteristics. Ask them to
explain what characteristic of
metal is shown on the
pictures.
board as examples.
(The list must show the
groupings of ions as cation
and anion, as well as atoms
and molecules).

( Make a list of these Present to them pictures of

some food products or drinks
characteristics on the board)
that are sources of ions
needed by our body.

D. Discussing new concepts Divide the class into small Ask the students to form 6
and practicing new skills # groups and ask them to small groups for the activity.
1 The students will identify the

E. Discussing new concepts
and practicing new skills #
2 the class.
perform Activity # 5 Bonding
Among Metals.
The students will report their
findings on the said activity in
( Note for any
misconception that may
arise during this procedure)
After the students have able
to report their work, it is time
to explain to them the
answers for the said activity.
Any misunderstanding that
the teacher noted must be
explained thoroughly to the
students until they grasp the
correct idea.
ions from the food products
and drinks that will be
assigned to them by their
teacher. They also need to
group these ions as cation or
anion and as an atom or as a
molecule.
Students must share the
result of their investigation in
the class.
Tell to the students that
aside from the presence of
ions in foods and drinks that
we eat, there are other
important uses of ions.
Each group will investigate
some uses of ions. Some of
the possible topics to be
assigned to the students
are the following:
fluorescent light, neon
lights, battery, ionosphere,
sickle cell anemia.
The students will research on
how ions are involved on
each topic.
( Assigning of these topics
must be done a day before
the lesson so that the
students can research and
I. Evaluating learning The students may answer Use an
bring their
exitmaterials
paper forinthe
class
Table 5. Types of chemical on the assigned
evaluation. Ask the
date.)
students
bond on page 122 of the to write what they have
F. Developing mastery (leads LM.
Go back with the pictures you learned
Studentsabout ions.
will be sharing their
to Formative have presented as examples research in the class and
Assessment
J. Additional 3)
activities for for the characteristics of they are expected to discuss
application or remediation metals, ask the students to how they find ions useful.
V. REMARKS explain the pictures based on
the concept of metallic
VI. REFLECTION bonding and the “sea of
electrons”.
A. No. of learners who earned
80% in the evaluation
G. Finding practical Ask the students to suggest The class will have an open
application of concepts
B. No. of learners who require some ways on how they can forum about food
and skills in
additional daily living
activities for use the lesson in their daily supplement, vitamins and
remediation who scored energy drinks they used and
living.
below 80% how these things help them
C. Did the remedial lessons ( Motivate them by giving in their daily lives.
work? No. of learners who additional points for those
have caught up with the who can answer correctly)
lesson
D.
H. No. of learners
Making who
generalizations Call for at least three To generalize the lesson ask
continue to require
and abstractions about volunteers that may sum up the following to the students:
remediation
the lesson the lesson.
E. Which of my teaching 1. What is ion?
strategies worked well? The teacher can prepare 2. Define ionization.
Why did these work? incomplete statements that 3. What are the two
F. What difficulties did I will be completed by the types of ions?
encounter which my students to guide them what 4. Give examples of ions
principal or supervisor can to generalize. as atom and as a
help me solve? molecule.
G. What innovation or 5. What are some of the
localized materials did I uses of ions in our
use/discover which I wish lives?
to share with other
teachers?
 School Grade Level 10
DAILY LESSON LOG Teacher Learning Area

SCIENCE
Teaching Date and Time Quarter FOURTH

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES The learner demonstrate understanding of the type of bonds that carbon forms that result in the diversity of carbon compounds.

A. Content Standard
B. Performance Standard
C. Learning S9MT-IIh-18
Competency/Objectives
Write the LC code for each. • Recognize the general • Recognize the general • Recognize the • Recognize the general
• Recognize the general classes and uses of classes and uses of general classes and classes and uses of
classes and uses of organic compound. organic compound. uses of organic organic compound.
organic compound. • Show oil and gas • Explain how carbon is compound. • Perform guided
• Differentiate organic formation. used or applied in • Perform guided experiments in
compound by inorganic • Discuss the major everyday life. experiments in determining the
compound. classes of organic determining the properties of common
compounds. properties of organic compounds.
common organic
compounds
II. CONTENT The variety of carbon compound
(Organic Compounds)
III. LEARNING
RESOURCES
A. References

1. Teacher’s Guide pages pp.105-106 pp.105-106 pp.107-108 pp.107-108

2. Learner’s Materials pages pp.127,129 pp.131-132,142-143 pp.131-132 pp.132-135 pp.132-135

3. Textbook pages
 4. Additional Materials from
Learning Resource
(LR)portal

B. Other Learning Resource http://www.srv34.youtubein https://www.youtube.com http://2012books.lardbuck

mp4.com/download.php?r=c /watch?v=8YHsxXEVB1 et.org/books/principles-
6p2q5CgGi2RUk7Dsa6IckD M ofgeneral-chemistryv1.0/s2
P 8-01-functionalgroups-and-
https://www.youtube.com classes-.html
https://www.youtube.com/wa /watch?v=q7pTbt_-KPY
t tch?v=0WAV47hsCpY
http://2012books.lardbuck
et.org./books/principlesof-
general chemistryv1.0/s28-
01-functionalgroups-and-
classes-html
IV. PROCEDURES

A. Reviewing previous lesson or Recall carbon atoms Review organic How oil and gas formed? What are the important Describe the physical
presenting the new lesson compounds uses of carbon properties of matter.
compound?

B. Establishing a purpose for the Begin the lesson by Start the lesson by Introduce the lesson by Ask one representative/ Ask the students if they
lesson writing “organic”, giving short motivating asking the students to volunteer from the class finished answering their
inorganic”, and activity. explain how carbon is to be blind folded.( Use experiment which was
Ask two volunteers to used or applied in their actual lubricating oil,
“compound” on the board. done yesterday.
everyday life? ethyl alcohol, and
go in front and match gasoline ) and guess the
Ask the students to create a the following to its If not provide at least
object using his sense of 10-15 minutes to
concept map. Branching off appropriate object. smelling and touching. answer the questions
the sides will be the
students understanding of (see attachment # 2) in the activity.
the word.
Ask students if they had
an idea of where is
gasoline come from?
C. Presenting Show pictures of organic
examples/Instances of and inorganic compound.
the new lesson. On the board let the
students classify them
according to its proper
Let the students watch Do activity # 1 Organic Let the student describe
a Compounds: Are They the appearance/
video clips about Oil and Useful ( See Attachment # properties of each
Gas Formation. 5) object.

group. (see attachment

#1)

Let them identify each

household products and its
important uses
D. Discussing new concepts and Show a video clips about Lead the students to Presentation of the result Before letting the Let them go to their proper
practicing new skills # 1 organic and inorganic discover that gasoline is of the activity students do the groupings for the final
compounds.. only one of the sample experiments, discuss analysis and exchanging
products of the major of ideas.
first the safety
classes of organic
compounds. precautions that the
students should take on
the conduct of the
experiments.

Perform activity #2
Properties of Common
Organic Compounds
E. Discussing new concepts and Based from the video
practicing new skills # 2 presented, ask the students
to differentiate organic
compounds from
inorganic compounds.
Provide a photo copy of Checking and discussion Students were instructed Presentation of the result
the major classes of of the activity results to observe and take of the activity per group.
organic compound. down notes while
conducting an
Assign each group of experiments.
students to
conceptualize the major
classes of compounds,
its functional groups and
its important uses. (see
attachment #3)

Students will answer the

some guide questions.

F. Developing mastery How is carbon compound What are the important What are the important The students will answer Checking of the result of
(leads to Formative differ from inorganic uses of organic uses of hydrocarbons? guide questions. (see the activity.
Assessment 3) compounds? compounds? attachment #6)
Discuss the properties of
common organic
compounds.
G. Finding practical application Why is it important to have Why do some motorists Why do some motorists Why are some label Why are some label
of concepts and skills in daily fat in your diet? prepared to use unleaded prepared to use unleaded products of some products of some
living gasoline than any type of gasoline than any type of household materials has household materials has
gasoline? gasoline? remarkable word of
remarkable word of
“always keep at room
“always keep at room temperature”?
temperature”?

H. Making generalizations and Why carbon so special Can you describe major What are carbon What are the common What are the common
abstractions about the compared to other classes of organic compounds? properties of organic properties of organic
lesson elements? compounds? compounds? compounds?

I. Evaluating learning Short Quiz See Rubrics See Rubrics See Rubrics
(See Attachment)
 J. Additional activities for Construct the structure of Enumerate other
application or remediation hydrocarbons assigned examples of organic
using marshmallows, raisins compounds that you
and toothpicks. The usually used in your
marshmallows will be the everyday living.
hydrogen atoms, raisins
should be the carbon atoms,
and toothpicks will be the
bond.
IV. REMARKS

V. 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 LESSON Teacher Learning Area
LOG

SCIENCE
Teaching Dates and Quarter SECOND QUARTER
Time

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 • Measure the mass of Calculate the mass of Describe the Apply the mole concept in
knowledge about mole a given number of one mole of a substance relationships among the completing a given set of
concept and objects. using the periodic table number of moles, mass, data.
percentage • Record the mass with of elements. and number of particles.
composition of the correct number of
compounds. significant figures.
• Measure the mass of
an object.
• Record the mass with
the correct number of
significant figures.
• Relate the mass of the
object to the number of
pieces per item.
II. CONTENT Mole Concept Molar Mass Inter-conversions Among Mass, Moles and
Number 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
Learning Resource (LR)portal

B. Other Learning Resource https://www.youtube.com/

watch?v=g_BelGwRxG8&spf
reload=5

IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
Ask how scientists count
very small particles such
as atoms, ions and
molecules.
Before answering the
question, let them answer
the Pre-Assessment in the
LM on page 145.
• Based on the previous
activity, ask how large
quantities of objects can
be counted conveniently.
• Ask what counting unit
is used by chemists in • Ask if one mole of
counting tiny particles
such as atoms and
molecules and its
equivalent number.
• Ask how chemists • Describe molar mass. Recall on how to
count tiny particles • Have students count particles of
such as atoms and perform the Molar substances from given
molecules. • Ask what Mass Relay. (See masses.
Avogadro’s number is. attachment #2 for the
mechanics.)
different substances
have the same mass.

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

DAILY School Grade Level 9

LESSON LOG Teacher Learning Area

SCIENCE
Teaching Dates and Quarter SECOND QUARTER
Time

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 S9MT-IIj-20

Competency/Objectives Covert given mass Prepare a concept map Calculate the • .Apply the concept of • Recall past lessons.
into moles and on the Mole Concept. percentage composition percentage • Answer test items
number of particles by mass of compounds composition in correctly and honestly.
and vice versa. choosing grocery
given their chemical
items.
formula. • Realize that the
amount of substances
intake can be monitored
with the use of
percentage
composition.
II. CONTENT Inter-conversions
Among Mass, Moles and
Number of Mole Concept Percentage Composition of a Compound Summative Assessment
Particles

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages pp.126-129 p. 130 pp. 130-132 p. 133
2. Learner’s Materials pages p.154 p. 155 pp. 155-157 p. 159
3. Textbook pages
 4. Additional Materials from
Learning Resource
(LR)portal
B. Other Learning Resource
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the As a group, they will
lesson
How do you convert a
given mass of a
substance into number of
moles and number of
particles?
construct their own
concept map on how to
easily convert mass to
mole and to number of
particles and vice versa
using a marker and
cartolina. Let them explain
their answer (5 pts.).
https://www.youtube.com https://www.youtube.com/
/watch?v=wqZSxErQ7Ck watch?v=ZAxl502Yl9g
Recall on how to Recall on how to solve for Recall on how to solve
determine the no. of molar mass of a for the percentage
moles and particles from compound. composition of
a given mass of compounds
substance and vice
versa.
Let them watch the video • Ask the total number Ask: “Have you given the
“What is a Mole?” from of students in the task by your parents to
https://www.youtube.com class and how many buy groceries in the
/watch?v=wqZSxErQ7Ck are males and supermarket? Do you
females. Ask the take time to look at the
percentage of male nutritional facts of an
and female in the item before buying it?
class. Why is it important to
• Ask on the percentage look at the nutritional
by mass of hydrogen facts before buying or
in one mole of water, consuming a product?”
given that in 18g of
water there is 2 g of
hydrogen.
C. Presenting Let them explain their Based on the previous • Show the video “How Present a label of
examples/Instances of the new concept map. activities, ask how they to Calculate canned goods such as
lesson will organize their Percentage Mass” corned beef or meat loaf.
knowledge on the from Ask if all of the
concept of mole. https://www.youtube.co ingredients are good to
m/watch?v=ZAxl502Yl one’s health. Ask how
9g one can regulate the
• Present the formula for amount of food to be
determining the taken in order to keep a
percentage healthy lifestyle.
composition by mass
of a compound.

• Give more examples on

calculating the
percentage
composition of
compounds.
D. Discussing new concepts and Part I Perform Activity 6 Perform the problem Perform Activity 7:
practicing new skills # 1 solving on page 157 of the
Perform the “Mole “Mole Map” LM. “It’s Grocery Time!”
Relay” (See attachment
#6 for the mechanics.)

Part II

Give the set of problems

from page 154 of the LM
to be answered
individually.
E. Discussing new concepts and Answer the guide
practicing new skills # 2 questions.
F. Developing mastery Discussion on the results Discussion on the results Discussion on the results Discussion on the result
of the activity of the activity 6. of the activity. of the activity.

Have students recite

their answers to the
guide questions.
G. Finding practical application
of concepts and skills in daily
living
Ask why 6.02x1023 Follow up their search The roots of the plants • Calcium is important in
particles called the about the scientists absorb the nutrients from our diet because it
involved in the the soil. Potassium is the makes our bones
Avogadro’s Number.
development of mole mineral responsible for a healthier.
concept. Have a healthy root system. If Which calcium
Instruct them to search on
discussion regarding this you were a farmer, which supplements contain
the contributions of
matter. of the following fertilizers the highest
Amedeo Avogadro in
are you going to use?
science. Ask them what percentage of
K2SO4, KCl, K2O, or
they think are the good Calcium? (Ans:
K2CO3?
qualities of Avogadro and CaCO3)
other scientists involved in Calcium carbonate:
the development of the CaCO3, Calcium
 concept of mole that they citrate: Ca3(C6H5O7)2,
want to emulate. Calcium gluconate:
Ca(C6H11O7)2
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 and Ask how to do conversions Ask the importance of Ask how to solve for the Ask why knowledge on
abstractions about the lesson of mass to mole and to using the mole concept percentage composition percentage composition
number of particles and and molar mass of a of a compound. of substances is
vice versa. compound in expressing important.
amount of substance.
I. Evaluating learning
J. Additional activities for
application or remediation
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?