Republic of the Philippines

Department of Education
REGION IV - B – MIMAROPA
SCHOOLS DIVISION OF PUERTO PRINCESA CITY
SICSICAN NATIONAL HIGH SCHOOL
BRGY. SICSICAN, PUERTO, PRINCESA CITY

DAILY LESSON LOG IN GENERAL CHEMISTRY 1

GRADE
LEVEL QUARTER DATE / TIME SECTION TEACHER’S NAME

Jan. 31, 2024-February 8,

2023/ 3:00 -4:00 PM
11 Second DIAMOND MARISSA R. ROQUE
(MTWTHF) (Week 1-2)

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
A. Content
The properties of matter and its various forms.
standards
The learners should be able to design using multimedia, demonstrate, or model, a representation of the any of the following:
a. Atomic structure
B. Performance b. Gas behavior
standards c. Mass relationship
d. reactions

C. Learning • Use properties of matter to identify substances and to separate them. STEM_GC11MPIa-b-5
Competencies/ • Recognize the formulas of common chemical substances. STEM_GC11MPIa-b-9
 • Compare consumer products on the basis of their components for use, safety, quality and cost.
STEM_GC11MPIa-b-11
Specific learning objectives
Objectives • To know and understand the different properties of matter.
• To recognize and familiarized to the common chemical formulas.
• Understand Separation techniques used in mixtures.
• Laboratory activity #1: Different separation techniques.

The properties of The properties of The properties of matter The properties of matter
II. CONTENT matter and its matter and its and its and its
various forms. various forms. various forms. various forms.
III.

LEARNING
RESOURCE
S
A. References
1. Teacher’s
Guide pages
2. Learner’s
Materials
pages
General Chemistry 1, General Chemistry General Chemistry 1, General Chemistry 1, pp.
3. Textbook
pp. 1, pp. pp. 15-27
pages
15-27 15-27 15-27
4. Additional
Materials
from
Learning
Resource
s (LR)
portal
IV. PROCEDURE
A. Reviewing previous - Prayer - Prayer - Prayer - Prayer
lesson or presenting -Greetings -Greetings -Greetings -Greetings
the new lesson -Checking of -Checking of -Checking of -Checking of
 B. Establishing a attendance attendance attendance attendance
purpose for the lesson - Recap of last - Recap of - Recap of yesterday’s - Recap of yesterday’s
week’s discussion. yesterday’s discussion. discussion.
discussion.

C. Presenting Activity: Picture Activity: Picture Activity: Situation analysis. Laboratory:

examples/instances of analysis. Analysis. Separating
the new lesson mixtures.

Analyze the picture Analyze the scenario

D. Discussing new Analyze the picture below the answer the below then answer the The class will conduct an
concepts and practicing below the answer the corresponding guide corresponding guide experiment involving
new skills #1 corresponding guide questions. questions. separating techniques of
questions. mixtures.

Based from the

E. Discussing new Guide questions: Guide questions: Note: The whole 50 mins.
previous activity.
concepts and practicing Will be allotted to the
Analyze the questions
new skills #2  Which  What would you completion of the
 problem is do to convert the laboratory experiment.
below.
being ocean water into
addressed by potable water?
the invention How?
 What is the
of bath soap?
picture all
 Which separating
about? Why?
method could be
 Which  What used to separate
substance is substances water and salt
being are needed from sea water?
represented to make
by the bath soap?
structure?
 What is the
formula of the
universal
solvent?
 F. Developing mastery The teacher will The teacher will The teacher will lead Note: The whole 50
(Leads to Formative discuss: discuss: the discussion of the mins. Will be
• The • Consumer • Separating allotted to the completion of
common products. mixture. Different the laboratory experiment.
elements/ separation
chemical techniques.
substances.

H. Making Based from the previous activity, why it is important that we know the different type of substance/product
generalizations and that we are handling?
abstractions about the
lesson The learners will share their answers in the class.

Activity: My
G. Finding practical Consumer product
Activity: Chemical
applications of concepts formula and
and skills in daily living molecular structure.

Determine the
common name, the
type and number of
Note: The whole 50 mins. Will be
atoms, and the
allotted to the completion of the
molecular structure of
laboratory experiment.
the given chemical
formula in each item. 1. Choose a
consumer product
1. NaCl that is available in
2. NH₃ the field of
3. C₁₂H₂₂O₁₁ medicine.
4. Ba₃(PO₄)₂ Communication,
transportation and
agriculture.
2. Fill in the table
 with correct
information.
I. Evaluating learning Answer the Note: The whole 50 mins. Will be
following allotted to the completion of the
questions. laboratory experiment.

1. is the
shorthand of
expressing the
types and number
of atoms present in
a substance.
2. The chemical
symbol of gold is
.
3. There is/are
Iron atom/s present
in this chemical
formula FeSO₄.
4. Co is the
chemical symbol
for .
5. There is/are
sulfate molecule in
Al₂(SO₄)₃
6. Area is referred
as .
7. What do you
call the goods
that are bought
for consumption
by the average
consumer?
8. is the
amount that has to
be paid to buy
something.
9. refer to
the body of
knowledge.
10. refer to the
ingredients or
constituents.
VI. REMARKS

VII. REFLECTION
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 work?
No of learners
have caught up
with the lesson
D. No. of learners
who continue
to require
radiation
E. Which of the
teaching
strategies
worked well?
Why did this
work?
F. What
difficulties or
challenges
which my
principal or
 supervisor can
help me
solved?
G. What
innovation or
localized
materials did I
use/discover
which I wish to
share with
other teachers?

Prepared by: Inspected by: Checked by:

MARISSA B. REYTERAN ROVIE A. FIEDACAN FIA MAY G. SALMO

Teacher I Head Teacher III Master Teacher I

……….
 Republic of the Philippines
Department of Education
REGION IV - B – MIMAROPA
SCHOOLS DIVISION OF PUERTO PRINCESA CITY
SICSICAN NATIONAL HIGH SCHOOL
BRGY. SICSICAN, PUERTO, PRINCESA CITY

DAILY LESSON LOG IN GENERAL CHEMISTRY 1

GRADE
LEVEL QUARTER DATE / TIME SECTION TEACHER’S NAME

February 12-16, 2023

3:00 -4:00 PM
11 Second DIAMOND MARISSA R. ROQUE
(MTWTHF) (Week 3)

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
A. Content The use of chemical formulas to represent chemical reactions.
standards The quantitative relationship of reactants and products in a chemical reaction.

The learners should be able to design using multimedia, demonstrate, or model, a representation of the any of the following:
e. Atomic structure
B. Performance f. Gas behavior
standards g. Mass relationship
h. reactions

C. Learning • Calculate molecular formula given molar mass STEM_GC11PCIf-33

Competencies/ • Write and balanced chemical equations STEM_GC11CRIf-g-37
• Construct mole or mass ratios for a reaction in order to calculate the amount of reactant needed or amount of product formed in terms
of moles or mass STEM_GC11MRIg-h-38
 • Calculate percent yield and theoretical yield of the reaction STEM_GC11MRIg-h-39
Objectives

The use of chemical formulas to represent chemical reactions.

II. CONTENT The quantitative relationship of reactants and products in a chemical reaction.

III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pages
2. Learner’s
Materials
pages
General Chemistry General Chemistry General Chemistry 1, General Chemistry 1, pp.
3. Textbook
1, pp.30-40 1, pp.30-40 pp. 30-40 30-40
pages
4. Additional
Materials
from
Learning
Resources
(LR) portal
IV. PROCEDURE
B. Reviewing previous - Prayer - Prayer - Prayer - Prayer
lesson or presenting -Greetings -Greetings -Greetings -Greetings
the new lesson -Checking of -Checking of -Checking of -Checking of

B. Establishing a Attendance Attendance Attendance Attendance

purpose for the lesson - Recap of last - Recap of - Recap of yesterday’s - Recap of yesterday’s
week’s discussion. yesterday’s discussion. discussion.
discussion.
C. Presenting Activity: Picture Activity: Picture Activity: Situation analysis. Laboratory:
examples/instances of analysis. Analysis. Separating
the new lesson mixtures.

Analyze the picture Analyze the scenario

D. Discussing new Analyze the picture below the answer the below then answer the The class will conduct an
concepts and practicing below the answer the corresponding guide corresponding guide experiment involving
new skills #1 corresponding guide questions. questions. separating techniques of
questions. mixtures.
 Based from the
E. Discussing new Guide questions: Guide questions: Note: The whole 50 mins.
previous activity.
concepts and practicing Will be allotted to the
Analyze the questions
new skills #2 below.  Which  What would you completion of the
problem is do to convert the laboratory experiment.
being ocean water into
addressed by potable water?
 What is the
the invention How?
picture all
of bath soap?
about? Why?
 Which separating
 Which method could be
substance is  What used to separate
being substances water and salt
represented are needed from sea water?
by the to make
structure? bath soap?
 What is the
formula of the
universal
solvent?
 F. Developing mastery The teacher will The teacher will The teacher will lead Note: The whole 50
(Leads to Formative discuss: discuss: the discussion of the mins. Will be
• The • Consumer • Separating allotted to the completion of
common products. mixture. Different the laboratory experiment.
elements/ separation
chemical techniques.
substances.

H. Making Based from the previous activity, why it is important that we know the different type of substance/product
generalizations and that we are handling?
abstractions about the
lesson The learners will share their answers in the class.

Activity: My
G. Finding practical Consumer product
Activity: Chemical
applications of concepts formula and
and skills in daily living molecular structure.

Determine the
common name, the
type and number of
Note: The whole 50 mins. Will be
atoms, and the
allotted to the completion of the
molecular structure of
laboratory experiment.
the given chemical
formula in each item. 3. Choose a
consumer product
5. NaCl that is available in
6. NH₃ the field of
7. C₁₂H₂₂O₁₁ medicine.
8. Ba₃(PO₄)₂ Communication,
transportation and
agriculture.
4. Fill in the table
 with correct
information.
I. Evaluating learning Answer the Note: The whole 50 mins. Will be
following allotted to the completion of the
questions. laboratory experiment.

1. is the
shorthand of
expressing the
types and number
of atoms present in
a substance.
11. The chemical
symbol of gold is
.
12. T
here is/are
Iron atom/s present
in this chemical
formula FeSO₄.
13. Co is the
chemical symbol
for .
14. T
here is/are
sulfate molecule in
Al₂(SO₄)₃
15. Area is
referred as .
16. What do you
call the goods that
are bought for
consumption by
the average
consumer?
17. is the
amount that has to
be paid to buy
something.
18. refer
to the body of
knowledge.
19. refer to the
ingredients or
constituents.
VI. REMARKS

VII. REFLECTION
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 work?
No of learners
have caught up
with the lesson
D. No. of learners
who continue
to require
radiation
E. Which of the
teaching
strategies
worked well?
Why did this
work?
F. What
difficulties or
challenges
which my
principal or
 supervisor can
help me
solved?
G. What
innovation or
localized
materials did I
use/discover
which I wish to
share with
other teachers?

Prepared by: Inspected by: Checked by:

MARISSA B. REYTERAN ROVIE A. FIEDACAN FIA MAY G. SALMO

Teacher I Head Teacher III Master Teacher I
 Republic of the Philippines
Department of Education
REGION IV - B – MIMAROPA
SCHOOLS DIVISION OF PUERTO PRINCESA CITY
SICSICAN NATIONAL HIGH SCHOOL
BRGY. SICSICAN, PUERTO, PRINCESA CITY

DAILY LESSON LOG IN GENERAL CHEMISTRY 1

GRADE
LEVEL QUARTER DATE / TIME SECTION TEACHER’S NAME

February 19-23, 2024

3:00 -4:00 PM
11 Second DIAMOND MARISSA R. ROQUE
(MTWTHF) (Week 4)

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
A. Content The quantitative relationship of reactants and products in a chemical reaction
standards
The learners should be able to design using multimedia, demonstrate, or model, a representation of the any of the following:

B. Performance Design using multimedia, demonstrations, or models, a representation or simulation of any of the following:
standards A. Atomic structure
B. Gas behavior
C. Mass relationships
D. Reactions
C. Learning
Competencies/
 • Calculate percent yield and theoretical yield of the reaction STEM_GC11MRIg-h-39
Objectives • Explain the concept of limiting reagent in a chemical reaction; identify the excess reagent(s) STEM_GC11MRIg-h-40

The quantitative relationship of reactants and products in a chemical reaction.

II. CONTENT

III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pages
2. Learner’s
Materials
pages
General Chemistry General Chemistry General Chemistry 1, General Chemistry 1,
3. Textbook pp.31-42
1, pp.31-42 1, pp.31-42 pp.31-42
pages
4. Additional
Materials
from
Learning
Resources
(LR) portal
IV. PROCEDURE
C. Reviewing previous - Prayer - Prayer - Prayer - Prayer
lesson or presenting -Greetings -Greetings -Greetings -Greetings
the new lesson -Checking of -Checking of -Checking of -Checking of

B. Establishing a Attendance Attendance Attendance Attendance

purpose for the lesson - Recap of last - Recap of - Recap of yesterday’s - Recap of yesterday’s
week’s discussion. yesterday’s discussion. discussion.
discussion.

C. Presenting Guide questions:
examples/instances of
the new lesson What is a limiting
reactant?
Answer: It is the reactant
that limits the product
that can be formed.
IT’S LAB TIME! QUIZ TIME:
Activity: Picture .
Analysis. Lab Objectives: The time for will be
allotted for learner’s
To determine the limiting assessment.
reactant in a mixture of
insoluble salts.
Determine the % composition
of each substance in a salt
mixture.

Note: The whole 50

mins. Will be allotted to
the completion of the
laboratory experiment.

Stoichiometry allows us Guide questions:

D. Discussing new
to compare the amounts
concepts and practicing What do you notice about
of various species
new skills #1 the before and after in the
involved in a reaction. reaction?

The learner’s will share

their answers in the class.

Analyzing the
Let’s learn more!
E. Discussing new supernatant. The time for will be
concepts and practicing allotted for learner’s
new skills #2 If you have the Analyzing the assessment.
balanced chemical supernatant aims to
equation and the determine which is
quantity of one of the the limiting reactant.
reactants or a product
produced, the Possible ions in
quantities of the other solution are Ba2+ or
species produced or PO4 3-
required can be Excess Ba2+ is tested
 evaluated. by the addition of a
phosphate ion, if a
In order to determine precipitate forms,
which of the reactants excess Ba2+ ions are
is the limiting present, no
reactant, both amounts precipitate means no
present must be Ba2+ , therefore Ba2+
considered and how is the Limiting
they relate Reactant.
stoichiometrically to
the balanced equation. Likewise, PO4 3-
excess is tested by
addition of Ba2+ ions,
if a precipitate forms,
excess PO4 3- ions are
present

F. Developing mastery
(Leads to Formative
• Why have The teacher will ask The teacher will guide The time for will be
limiting questions: the learners in their allotted for learner’s
reactants? What are the things laboratory. assessment.
that you should
remember in
calculating a
composition of a
certain substance.

H. Making Based from the previous discussion, why it is important that we know the limiting reactants?
generalizations and How do you compute for a certain composition of a substance?
abstractions about the
lesson The learners will share their answers in the class.
G. Finding practical Let’s Take note:
applications of concepts Guide questions:
and skills in daily living Not all reactions go 100%
Why do we have to
to completion, in fact know the composition or
the majority of really properties of a certain
interesting ones do not. products?
However, one trick
employed to make them
go to completion is to
start with an excess of
one of the reactants.

This essentially makes

the other the limiting
reagents. For economical
reasons it makes sense to
choose the less expensive
reagent as one to use in
excess.

I. Evaluating learning a. How many moles of O2 Potassium

can be produced from 0.15 superoxide, KO2, is
mol KO2 and 0.10 mol used in rebreathing
H2O? gas masks to
generate oxygen
b. Determine the limiting
reactant.
VI. REMARKS

VII. REFLECTION
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 work?
No of learners
have caught up
with the lesson
D. No. of learners
who continue
to require
radiation
E. Which of the
teaching
strategies
worked well?
Why did this
work?
F. What
difficulties or
challenges
which my
principal or
 supervisor can
help me
solved?
G. What
innovation or
localized
materials did I
use/discover
which I wish to
share with
other teachers?

Prepared by: Inspected by: Checked by:

MARISSA B. REYTERAN ROVIE A. FIEDACAN FIA MAY G. SALMO

Teacher I Head Teacher III Master Teacher I
………….for week 5

Republic of the Philippines

Department of Education
REGION IV - B – MIMAROPA
SCHOOLS DIVISION OF PUERTO PRINCESA CITY
SICSICAN NATIONAL HIGH SCHOOL
BRGY. SICSICAN, PUERTO, PRINCESA CITY

DAILY LESSON LOG IN GENERAL CHEMISTRY 1

GRADE
LEVEL QUARTER DATE / TIME SECTION TEACHER’S NAME

February 26-March 1, 2024

3:00 -4:00 PM
11 Second DIAMOND MARISSA R. ROQUE
(MTWTHF) (Week 5)

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
A. Content The mathematical relationship between pressure, volume, and temperature of a gas
standards
The learners should be able to design using multimedia, demonstrate, or model, a representation of the any of the following:

B. Performance Design using multimedia, demonstrations, or models, a representation or simulation of any of the following:
standards A. Atomic structure
B. Gas behavior
C. Mass relationships
D. Reactions
C. Learning
Competencies/
  Define pressure and give the common units of pressure STEM_GC11G-Ihi-43
Objectives

The mathematical relationship between pressure, volume, and temperature of a gas

II. CONTENT

III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pages
2. Learner’s
Materials
pages
General Chemistry General Chemistry General Chemistry 1, General Chemistry 1, pp.
3. Textbook 42-50
1, pp.42-50 1, pp. 42-50 pp. 42-50
pages
4. Additional
Materials
from
Learning
Resources
(LR) portal
IV. PROCEDURE
D. Reviewing previous - Prayer - Prayer - Prayer - Prayer
lesson or presenting -Greetings -Greetings -Greetings -Greetings
the new lesson -Checking of -Checking of -Checking of attendance -Checking of attendance
attendance attendance
Energizer”
Guess the picture by
emoticons
 B. Establishing a Attendance Attendance Attendance Attendance
purpose for the lesson - Recap of last - Recap of - Recap of yesterday’s - Recap of yesterday’s
week’s discussion. yesterday’s discussion. discussion.
discussion.

IT’S LAB QUIZ TIME:

C. Presenting PRETEST Activity: Picture DEMONSTRATION!
examples/instances of Directions: Read the Analysis. The time for will be
the new lesson following questions The students will be given allotted for learner’s
carefully. Encircle the different set of materials assessment.
letter of the best answer. where they can you to
present an application of
pressure and volume.

Material needed:

500 ml of water
2 Cups
Folder paper/any hard
paper

D. Discussing new Based from the given Guide questions:

concepts and practicing activity, discuss the What do you notice about Note: The whole 50
new skills #1 given concepts. mins. Will be allotted to
the two illustrations?
the completion of the
What type of relationship laboratory experiment.
do they have?

The learner’s will share

their answers in the class.

E. Discussing new One of the most The time for will be

Checking while
concepts and practicing important properties allotted for learner’s
discussing the correct
new skills #2 of any gas is its assessment.
 answers. pressure. The firmness
of a balloon filled
with air indicates that
the gas inside exerts
pressure.
This pressure is
caused by gas
molecules striking the
balloon’s
inner surface with
each collision exerting
a force on the
surface.
The amount of force
exerted in a specific
area is what we call
pressure.

F. Developing mastery How do you define Activity: The teacher will guide The time for will be
(Leads to Formative pressure? the learners in their allotted for learner’s
Pressure Vs. laboratory. assessment.
The learner’s will share Volume
their answers in the class.

H. Making Based from the previous discussion, why it is important to know the concept of gas?
generalizations and
abstractions about the The learners will share their answers in the class.
lesson

G. Finding practical Think of some scenarios Boyle's Law

applications of concepts where you encounter the Applications
and skills in daily living gas behavior in terms of
 the given variable below.  A medical
syringe is a
Temperature classic
Volume example of
Moles
Boyle's law,
Pressure
where the gas
(or air) is
compressed on
application of
external
pressure under
normal
temperature
conditions.
 Inflation of
tires.
 Spray paints
and aerosol
sprays.
 Suits of
astronauts are
designed on
the same
principle.

I. Evaluating learning Activity 1: Slide no. 9 in Based from the given

the ppt applications, which
among of these do
you always
encounter?

“Share your answers

in the class”
VI. REMARKS

VII. REFLECTION
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 work?
No of learners
have caught up
with the lesson
D. No. of learners
who continue
to require
radiation
E. Which of the
teaching
strategies
worked well?
Why did this
work?
F. What
difficulties or
challenges
which my
principal or
 supervisor can
help me
solved?
G. What
innovation or
localized
materials did I
use/discover
which I wish to
share with
other teachers?

Prepared by: Inspected by: Checked by:

MARISSA B. REYTERAN ROVIE A. FIEDACAN FIA MAY G. SALMO

Teacher I Head Teacher III Master Teacher I