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IV. PROCEDURES
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A. Reviewing previous lesson Let the students classify Demonstrate to the students
or presenting the new some compounds as either an activity that shows the
lesson ionic compound or covalent formation of ions in a
compound. solution (ex. Table salt in
Let them recall the definition water can make the water a
of ionic and covalent bond good conductor of
based on their answer. Ask electricity). Ask the students
the students to differentiate how is this change of
these two types of bond. 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.
B. Establishing a purpose for Post a question on the board Introduce to the students the
the lesson that says “If metals can bond process of ionization or the
with nonmetals and formation of electrically
nonmetals can bond to charged atoms or molecules.
nonmetals, is it possible for
metals to bond with metals?”
. Tell to the students that
Solicit answers from the ions can be grouped as
students and ask them how it positively charged ions or
will happen. cation and negatively
(Answers must be noted to charged ions or anion.
be used as the lesson Mention also that ions can
progresses). be an atom or it can be a
molecule.
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Another question to be Explain to the students that
posted is this “ Is the bond properties of a solution
that exists among metals can depends on the type of ions
be the reason for its that are found on it.
properties?”
H. Making generalizations Call for at least three To generalize the lesson ask
and abstractions about the volunteers that may sum up the following to the students:
lesson the lesson. 1. What is ion?
The teacher can prepare 2. Define ionization.
incomplete statements that 3. What are the two
will be completed by the types of ions?
students to guide them what 4. Give examples of
to generalize. ions as atom and as
a molecule.
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5. What are some of the
uses of ions in our
lives?
I. Evaluating learning The students may answer Use an exit paper for the
Table 5. Types of chemical evaluation. Ask the students
bond on page 122 of the LM. to write what they have
learned about ions.
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to
help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions.
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
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to share with other
teachers?