DAILY LESSON LOG School

Teacher
Teaching Dates and Time

MONDAY TUESDAY
I. OBJECTIVES

A. Content Standard Use the unit mole that quantitatively measures the number of very small partic

B. Performance Standard Analyse the percentage composition of different brand of two food products an

C. Learning S9MT
Competency/Objectives
• Assess students’ prior • Measure the mass of a
knowledge about mole given number of objects.
concept and • Record the mass with
percentage the correct number of
composition of significant figures.
compounds.
• 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

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages 117-119 120-121
2. Learner’s Materials pages 145-149 149-150

3. Textbook pages
 Grade Level 9
Learning Area SCIENCE
Quarter SECOND

SDAY WEDNESDAY THURSDAY FRIDAY

e number of very small particles of matter.

brand of two food products and decide on products on appropriate percentage composition.

S9MT-Iii-19
Calculate the mass of one
mole of a substance
using the periodic table of
elements.
Describe the relationships Apply the mole concept in
among the number of completing a given set of
moles, mass, and number of data.
particles.

Molar Mass Inter-conversions Among Mass, Moles and Number of

Particles
121-123 125-129 125-129
151-152 152-153 152-153
 https://www.youtube.com/
4. Additional Materials from Learning Resource (LR)portal watch?v=g_BelGwRxG8&sp freload=5

B. Other Learning Resource

IV. PROCEDURES

A. Reviewing previous lesson or presenting

Ask howthescientists
new lessoncount very • Based on the previous
small particles such as activity, ask how large
atoms, ions and molecules. quantities of objects can be
Before answering the counted conveniently.
question, let them answer the • Ask what counting unit is
Pre-Assessment in used by chemists in counting
the LM on page 145. tiny particles such as atoms
and molecules and its
equivalent number.
B. Establishing a purpose for the lesson
• Ask students the • Ask why the unit mole
equivalence of the following consists of a very large
counting units: number compared to case,
A Pair of shoes = A ream, and dozen.
Dozen of eggs = • Ask if one mole of sulfur
has the same
A Case of coke = A mass as one mole of
Ream of paper = aluminum.

• 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.

6.02 x 10
• Ask how chemists
count tiny particles such as
atoms and molecules.
• Ask what Avogadro’s
number is.
• Ask if one mole of
different substances
have the same mass.
• Describe molar mass. Recall on how to count particles
• Have students perform the of substances from given
Molar Mass Relay. (See masses.
attachment #2 for
the mechanics.)
• Ask how many
hydrogen atom and oxygen
atom are there in one
molecule of water or the
atomic ratio. (2:1)
• Ask the total no. of
atoms of hydrogen and
oxygen in a dozen molecules
of water. (24 atoms of H
and 12
atoms of O).
• Ask what will be the
number of atoms of H and O
in one mole of water
molecules. (2 moles or 1.21
x 1024 H atoms and 1 mole
or
23
6.02 x 10 O atoms)
Tell the students to come to Tell the students to come to their
their corresponding group corresponding group mates to
mates to perform this perform this activity. The first
activity. The first group to group to answer correctly will be
answer correctly will be given
given an artificial golden cup
an artificial gold medal (prize is optional).
(prize is optional). Show them
Show them a picture of a golden
a picture of a gold medal cup. Tell students
thru a slide. (See attachmentthat this golden cup contains
#3) 3.01 x1024 atoms. (See
attachment #4)
A pure gold medal has a mass Questions:
of 591 g. 1. How many moles of gold are
1.) How many moles of gold there? (5 moles)
atoms are there in the gold 2. What is the mass of the
medal if its molar golden cup? (The molar mass of
mass is 197 g? (3 moles) gold is 197 g, so the mass is
2.) How many atoms of gold 985g)
are present? (1.81 . Let them show their solution.
24
x10 atoms)
 • How can you cal
the mass of 1 mol
water molecules?
• The first who
answer correctly w
given a prize.

C. Presenting Mang Juan is Present table 3 on

examples/Instances of constructing his bahay 150 of the module
the new lesson kubo and he needs to buy Present one mole of • Ask how the
a lot of iron nails. mass of oxygen
 How is iron nails bought sulfur and one mole of O2, sugar,
from a hardware store, by aluminum. The mass of hydrogen peroxid
number or by mass? Why one mole of sulfur is determined.
are they usually sold by 32.01 g while the mass of • Ask if the s
mass? What instrument is one mole of aluminum is process is used
used for getting the mass 27.00 g. Ask why one what they did with
of objects like iron nails? mole of different mass of 1 mole
Is it possible to determine substances have different water.
the exact number of iron masses. • Ask them how th
nails he bought for his prepare exactly 6.

bahay-kubo using a 10 23 molecules

weighing scale? How? mole of table suga
D. Discussing new concepts and practicing
Performnew
Activity1:
skills # 1 Perform Activity 2: Perform Activity 3:
“Counting by Getting “Total Count Vs. Mass” Mass of One Mol
the Mass of an Object” Substance”
(Demonstrate the proper use
of the platform
balance first.)

E. Discussing new Answer the guide A nswer the guide Answer

concepts and practicing questions. questions. questions.
new skills # 2
F. Developing mastery • Discussion on the • Discussion o n the
results of the activity. results of the activity. •
• Ask what counting unit • Present table 3 on
is used by chemists in page 150 of the LM. •
counting tiny particles • Ask what tool
such as atoms and provides info rmation
molecules and its on the mass of one
equivalent number. mole of an element.
• How can you calculate Let them show their
the mass of 1 mole of solution.
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 given
150 of the module. given mass to moles then number of moles into
to number of particles. mass in grams.
• Ask how the molar
mass of oxygen gas
 given mass to moles then number of moles into
to number of particles. mass in grams.

O2, sugar, and

hydrogen peroxide is
determined.
• Ask if the same
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

10 23 molecules or 1
mole of table sugar.
Perform
PerformActivity
Activity3:4:“The
“The Relationship Among Mole, Mass and Perform
NumberActivity
of Particles”
5 “The
Mass of One Mole of a Chemist’s Mole”
Substance”

Answer the guide Answer the guide questions. Answer the guide questions.
questions.

• Discussion on the • Discussion on the results

Discussion on the results of the activity. of the activity.
results of the activity. • Ask what mathematical • Ask what mathematical
Discuss how to derive operation is used to operation is used to
the molar m ass of convert a given mass convert a given no. of
different sub stances into no. of moles. atoms into moles.
using the periodic (division) (division)
table.
 • Emphasize that (Ans. : the periodic table of elements)
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.

G. Finding practical application of concepts

Ask what
andcan
skills
beina daily living Ask if 50 g of gold and 50 g
convenient way of counting of silver have the same
large quantities of objects. number of atoms and explain
(counting by getting the their answer.
mass)
In what ways in your daily life
can you apply this
procedure?
dic table of elements) • Ask what mathematical operation
• Askis what
used to
mathematical
convert no. of
operation
moles toisparticles.
used to conver
(multip

 Ask them to arrange the Ask how many CO2 molecules Ask what must be the mass of
following substances from are released into the methane (CH4) required to
the lightest to heaviest. Ne, atmosphere if 32g of methane produce 5 moles of CO2 if
N2, H2, He,CO2 (Answer: H2, (CH4) reacts with 128 g of burning 1 mole of methane
He, CH4, Ne, N2, CO2, ) oxygen gas and produce 88g produces 1 mole of carbon
 Ask which can be used to of CO2 along with 72 g of dioxide. Ask how many CO2
fill up a balloon that can rise water vapor. (Convert 88 g molecules are released out of
up in the air. (H2, He, and CH4 CO2 into moles and to no. of this mass of methane. (Show the
because their molar mass is particles, the answer is chemical equation, see
24
lighter than oxygen gas). attachment
 Ask why hydrogen and #5). Ask how they think it will
methane gas is not used in affect the environment, and
party balloons. (They are what action must be done.
both flammable, He is an
inert gas).
1.20x10 molecules).
al operation is used to convert a given moles into mass. (multiplication)
H. Making generalizations and abstractions
Ask if they
aboutthink
the lesson
scientists do the
• Ask
same them
wayto(indescribe
the activity) when counting t
molar mass.
• Ask if moles of different
substances have the
same mass.

I. Evaluating learning Solve the problems on Give a short quiz. (See

page 149 of the LM. attachment #1)

J. Additional activities for application or

Watch
remediation
the video “ One Mole
and Avogadro’s Number”
from
https://www.youtube.com/
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?

Ask how to determine the mass
Ask
of how
one mole
to determine
an element
the no.
andofaAsk
moles
compound
howand
to determine
particles from
the no.
a given
of moles
mass of
andsubstance.
particles

Present table 5 in the LM on page 152 and give it as a quiz.

moles and particles from a given mass of substance and vice versa.
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?
counter which my principal or supervisor can help me solve?

lized materials did I use/discover which I wish to share with other teachers?
DAILY LESSON LOG School
Teacher
Teaching Dates and
Time

MONDAY TUESDAY
VII. OBJECTIVES

A. Content Standard Use the unit mole that quantitatively measures the number of very small pa

B. Performance Standard Analyse the percentage composition of different brand of two food product

C. Learning Competency/Objectives S9MT-Iii-19

Covert given mass into moles Prepare a concept map on
and number of particles and the Mole Concept.
vice versa.

VIII. CONTENT Inter-conversions Mole Concept

Among Mass, Moles and
Number of Particles

IX. LEARNING RESOURCES

A. References
5. Teacher’s Guide pages pp.126-129 p. 130
6. Learner’s Materials pages p.154 p. 155
7. Textbook pages
 Grade Level 9
Learning Area SCIENCE
Quarter SECOND

WEDNESDAY THURSDAY FRIDAY

number of very small particles of matter.

and of two food products and decide on products on appropriate percentage composition.

S9MT-IIj-20
Calculate the • .Apply the concept of .
percentage percentage composition • Recall past lessons.
composition by mass of in choosing • Answer test items
compounds given their grocery items. correctly and honestly.
chemical formula. • Realize that the
amount of substances
intake can be
monitored with the use
of percentage
composition.

Percentage Composition of a Compound Summative Assessment

pp. 130-132 pp. 130-132 p. 133

pp. 155-157 pp. 157-158 p. 159
8. Additional Materials from Learning Resource (LR)portal

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

/watch?v=wqZSxErQ7Ck

X. PROCEDURES

A. Reviewing previous lesson or presenting

Howthe
donew
you lesson
convert a given Recall on how to determine the no. of mole
mass of a substance into
number of moles and number
of particles?

B. Establishing a purpose for the lessonAs a group, they will 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.).
Let them watch the video
“What is a Mole?” from
https://www.youtube.co
m/watch?v=wqZSxErQ
7Ck
C. Presenting examples/Instances of Let them explain their Based on the previous
the new lesson concept map. activities, ask how they will
organize their knowledge on
the concept of mole.
https://www.youtube.com
/watch?v=ZAxl502Yl9g

Recall on how to solve for molar

Recall
massonofhow
a compound.
to solve for the. percentage composition of compounds

• Ask the total number of Ask: “Have you given the task by your parents to buy groceries in the supermarket? D
students in the class and
how many are males and
females. Ask the percentage
of male and female in the
class.
• Ask on the percentage by
mass of hydrogen in one
mole of water, given that in
18g of water there is 2 g of
hydrogen.
• Show the video “How to Present a label of canned goods such as corned beef or meat loaf. Ask if all of the ing
Calculate Percentage
Mass”
from https://www.youtube.c
om/watch?v=ZAxl502
Yl9g
• Present the formula for
determining the
percentage
ries in the supermarket? Do you take time to look at the nutritional facts of an item before buying it? Why is it important to look
eat loaf. Ask if all of the ingredients are good to one’s health. Ask how one can regulate the amount of food to be taken in order
t? Why is it important to look at the nutritional facts before buying or consuming a product?”
nt of food to be taken in order to keep a healthy lifestyle.
D. Discussing new concepts and practicing
Part
new
I skills # 1 . Perform Activity 6
Perform the “Mole Relay” “Mole Map”
(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 practicing new skills # 2

F. Developing mastery Discussion on the results of Discussion on the results of

the activity. the activity 6.
G. Finding practical application of concepts
Ask and why
skills in daily
6.02x10
living
23 Follow up their search about
particles called the the scientists involved in the
Avogadro’s Number. Instruct development of mole
them to search on the concept. Have a discussion
contributions of Amedeo regarding this matter.
Avogadro in science. Ask
them what they think are the
good qualities of Avogadro
and other scientists involved in
the development of the
concept of mole that they want
to emulate.
composition by mass of a
compound.
• Give more examples

on calculating the
percentage
composition of
compounds.
Perform the problem solving Perform Activity 7: “It’s
on page 157 of the LM. Grocery Time!”

Answer the guide questions.

Discussion on the results of Discussion on the result of .

the activity. the activity.
Have students recite their
answers to the guide
questions.
The roots of the plants absorb•the nutrients
Calcium from the
is important soil. Potassium is the mineral responsible for a healthy root sys
in our
diet because it
makes our bones healthier.
Which calcium supplements
contain
the highest percentage of
Calcium? (Ans:
CaCO3)
Calcium carbonate:
CaCO3, Calcium citrate:
Ca3(C6H5O7)2, Calcium
gluconate: Ca(C6H11O7)2
Remember that the decision
on which
H. Making generalizations and abstractions
Askabout
how tothedolesson
conversions of Ask the importance of using the mole conc
mass to mole and to number
of particles and vice versa.

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
 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.

Ask how to solve for the percentage

Ask why
composition
knowledgeofon
a percentage
compound. composition of substances is important.
s is important.
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?
o require remediation