DAILY LESSON LOG School

Teacher
Teaching Dates and
Time
 MONDAY TUESDAY
I. OBJECTIVES
A. Content Standard The learners demonstrate understanding of the development of atomic m

B. Performance Standard  Describe how Bohr’s m

 Explain how Quantum Mechanical Model of the atom describes the en

C. Learning S9MT-IIa-13
Competency/Objectives  Determine the  Describe how it is
characteristic colors likely to find the
that metal salts emit electron in an
 Relate colors emitted by salts to the atom by
probability

structure of the atom

II. CONTENT FLAME TEST PREDICTING THE
PROBABLE LOCATION
OF AN ELECTRON
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pp. 83-85 pp. 85-88
2. Learner’s Materials pages pp. 100-104 pp. 104-108
3. Textbook pages
4. Additional Materials from Project Ease, Chemistry Project Ease, Chemistry
Learning Resource
odel of the atom improved Rutherford’s at
Grade Level 9
Learning Area SCIENCE
Quarter SECOND QUARTER
 WEDNESDAY THURSDAY FRIDAY

elopment of atomic models that led to the description of the behavior of electrons within the atoms.

atom describes the energies and positions of the electrons.

 Write the
electron
configuration of
the elements in
the third period

 Determine
 the pattern of
filling the orbitals based on the
given distribution
for the first 10 elements

 Devise
rules in filling up
the orbitals

ELECTRON
CONFIGURATION

pp. 88-89
pp. 108-109

Project Ease, Chemistry

roved Rutherford’s atomic model

5. (LR)portal Module 10 What’s inside
the Atom?

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

watch?v=bmZ2bpJKXUI
IV. PROCEDURES

A. Reviewing previous lesson Discuss earlier concepts of the atomic structure.

or presenting the new lesson

B. Establishing a purpose for Let the students watch a video

about fireworks
competition.
 Let the students watch a video
the lesson about fireworks
competition.

C. Presenting Explain the reason of the

examples/Instances of the different colors from fireworks.
new lesson

D. Discussing new concepts Give important reminders when dealing with chemicals.
and practicing new skills # 1

E. Discussing new concepts Do Activity 1. “The Flame

and practicing new skills # 2 Test”.

F. Developing mastery Discuss Guide questions. Explain what happens to an excited electron.

G. Finding practical application Explain that the color emitted by an element can be used to identify the n
of concepts and skills in
daily living

H. Making generalizations and Relate the color observed

abstractions about the from an element and the
structure of atom.
lesson
Module 10 What’s inside Module 11 Electron
the Atom? Configuration

https://www.youtube.com https://www.youtube.com/
/watch?v=cKzh5yeQGjA watch?v=lqWL0WMtlYk

Draw an atom as describe by Niels

DrawBohr.
an atom as describe in
Quantum
Mechanical Model

Explain the fault in Compare clues in a treasure

Bohr’s Model of the Atom map with
electron configuration.
Explain the fault in Compare clues in a treasure
Bohr’s Model of the Atom map with
electron configuration.

Do Activity 2. Write the electron

configuration of a hypothetical
element x with atomic no. 30

Discuss Guide Do Activity 3

questions.

Prove that electrons Discuss Guide questions.

found in definite orbits around
the nucleus is not accurate.
Introduce the Quantum
Mechanical Model of the
Atom.

Discuss the quantum no. As Discuss Aufbau principle, Hund’s rule and Pauli’s Exclusion principle.
shown in table 2
p.107

Infer that properties of

elements depends on the
arrangement of electrons
outside the nucleus.
Exclusion principle.
I. Evaluating learning How can the energy of the electron be compared to a ladder?

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?
How quantum mechanical model
Write
of the
electron
atom configuration
be compared of
to elements
a cloud? in the 4th period.

Watch videos about Watch videos about

quantum mechanical model. electron configuration.
DAILY LESSON LOG School
Teacher
Teaching Dates and
Time

MONDAY TUESDAY
 Grade Level 9
Learning Area SCIENCE
Quarter SECOND QUARTER

TUESDAY WEDNESDAY THURSDAY

CIENCE
COND QUARTER

FRIDAY
VII. OBJECTIVES
A. Content Standard The learners demonstrate understanding of
 How atoms combine with other atoms by transferring or by sharing elec
 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 th
conductivity
 Explain how ions are formed

C. Learning S9MT-IIb-14 S9MT-IIc-d-15

Competency/Objectives  Identify the  Write the Lewis
number of Symbol of the
valence electrons common metals
of atoms and non-metals
 Compare the  Show the
electronegativity relationship
and ionization among the
energy values of number of valence
metals and non- electrons,
metals electronegativity,
and ionization energy

VIII. CONTENT MAPPING THE LEWIS SYMBOL

PERIODIC TABLE
IX. LEARNING RESOURCES
C. References
6. Teacher’s Guide pages pp. 90-92 pp. 92 pp. 93
7. Learner’s Materials pages pp. 113-115 pp. 115-117 pp. 118-119
8. Textbook pages
9. Additional Materials from Project Ease, Chemistry Project Ease, Chemistry Project Ease,
Learning Resource Module 14 Chemical Module 14 Chemical Module 14 Ch
Bonds Bonds Bonds
10. (LR)portal
D. Other Learning Resource https://www.youtube.com https://www.yo
/watch?v=Sk7W2VgbhO watch?v=DEd
g
X. PROCEDURES
ring or by sharing electrons

covalent) based on their properties such as melting point, hardness, polarity and electrical and thermal

S9MT-IIe-f-16
  Illustrate  Explain  Make a
how an ionic bond how covalent model of a metallic
formed bonding takes bond
 Show how place  Relate the
ions are formed  Illustrate properties of metals
the sharing of to the kind of bond
electrons they are made of

IONIC BOND COVALENT BOND METALLIC BOND

pp. 93 pp. 93-96 pp. 96-97

pp. 118-119 pp. 118-119 pp. 121-123

mistry Project Ease, Chemistry Project Ease, Chemistry Project Ease, Chemistry
al Module 14 Chemical Module 14 Chemical Module 14 Chemical
Bonds Bonds Bonds

e.com https://www.youtube.com/ https://www.youtube.com https://www.youtube.com/

gbhO watch?v=DEdRcfyYnSQ /watch?v=LkAykOv1foc watch?v=eVv3TpaQ2-A
K. Reviewing previous lesson Review the Bohr model of the atom and point out where the valence elec
or presenting the new lesson

L. Establishing a purpose for Show a periodic table.Ask the students, how are the elements arranged i
the lesson
 Show a periodic table.Ask the students, how are the elements arranged i

M. Presenting Ask the students,Why atoms bond with other atoms?

examples/Instances of the
new lesson

N. Discussing new concepts Do Activity 1

and practicing new skills # 1

O. Discussing new concepts Discuss Guide questions.

and practicing new skills # 2

P. Developing mastery Where are the metals and non-metals in the periodic table?

Q. Finding practical application Show a picture of sodium-

of concepts and skills in a very reactive metal, and
chlorine -a very poisonous gas.
daily living Point out that when these
elements bond, salt will be
formed.

R. Making generalizations and What type of elements

abstractions about the has low ionization energy?
High electronegativity?
lesson
What are valence electrons? Which type of element tends to loose
How ionic
electron/s?
bond takes
Gainplace?
electron/s?

Operationally define Ask students, if you have two sandwiches

Watch video
and
about
you see
covalent
your bond
classmate don’t have any
electronegativity and
ionization energy.
 Ask students, if you have two sandwiches
Watch video
and
about
you see
covalent
your bond
classmate don’t have any

Discuss Lewis structure.

Show how to write the Lewis Structure

Get the difference
of an element.
of the Get the electronegativity difference between Carbon a
electronegativities of sodium
and chlorine
and show the transfer of
electrons .

Do Activity 2 Do Activity 3 Show how to construct

the Lewis structure of
CO2 .

Discuss Guide Discuss Guide questions. Do Activity 4

questions.

Discuss the Octet Rule. What should be the difference inWhen

the electronegativity
do covalent bond of takes
two elements
place? for it to become

Elements wants to Relate the saying, Its Ask students, if you have
become stable by having better to give than to receive to a book and your seatmate
8 valence electrons. Ask the topic. don’t have, what would you
students, do you have your do?
own goal?

How do electronegativity What element forms Differentiate polar from non-

and ionization energy plays cation? Anion? polar covalent bond
an important role in chemical
bonding?
What type of bond will be
formed from a metal and non-
metal?
What type of bond will be
formed from two non- metals?

What type of bond will be formed by two metals?

What type of bond will be formed by two metals?

Explain how metallic bond happens.

Do Activity 5
Fill in tables 3 and 4

Discuss Guide questions.

What are some properties of

metals?
What are some common uses
of metals?

Why do we use gold in

making jewelry?
Why do we use iron in making
grills?

Metals are malleable,

lustrous, ductile, and are good
conductor of heat and
electricity.
S. Evaluating learning Short quiz

T. Additional activities for application or remediation

XI. REMARKS
XII. REFLECTION
H. No. of learners who earned
80% in the evaluation

I. No. of learners who require

additional activities for remediation who
scored below 80%

J. Did the remedial lessons work? No. of learners who have caught up with the lesson

K. No. of learners who continue

to require remediation

L. Which of my teaching
strategies worked well? Why did these
work?

M. What difficulties did I encounter which my principal or supervisor can help me solve?

N. What innovation or localized materials

did I use/discover
which I wish to share with other teachers?
 What happens after a cation and anion are produced?

Short quiz Short quiz Make a HUGOT line about covalent bond.

Watch video about Lewis structure

Watch video about ionic bonding
Fill in table 5

Watch video about metallic bond

 GRADE 1 to 12 School
DAILY LESSON LOG
Teacher
Teaching Dates and
Time
 MONDAY TUESDAY
I. OBJECTIVES
A. Content Standard The learners demonstrate understanding of
 How atoms combine with other atoms by transferring or by sharing ele
 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 th
conductivity
 Explain how ions are formed

C. Learning S9MT-IIe-f-16
Competency/Objectives  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
Bonds
5. (LR)portal
B. Other Learning Resource https://www.youtube.com/
watch?v=SMBA7E6ZZjg
IV. PROCEDURES
Grade Level 9
Learning Area SCIENCE
Quarter SECOND QUARTER
 TUESDAY WEDNESDAY THURSDAY

strate understanding of
ne with other atoms by transferring or by sharing electrons
metals together

be able to
on of ionic and covalent bonds
t types of compounds(ionic or covalent) based on their properties such as melting point, hardness, polarity and electrical and th

re formed
CIENCE
COND QUARTER
 FRIDAY

dness, polarity and electrical and thermal

A. Reviewing previous lesson or presenting
Differentiate
the new lesson
ionic from covalent bond based on how they form.

B. Establishing a purpose for the lesson Is there a way to distinguish ionic from covalent compounds aside from h

C. Presenting examples/Instances of the new

Showlesson
how construct the improvised conductivity apparatus .

D. Discussing new concepts and practicing

Donew
Activity
skills6# 1

E. Discussing new concepts and practicingDiscuss

new skills
findings
# 2 through group reporting.

F. Developing mastery Watch video about the difference of ionic and covalent compounds

G. Finding practical application of Explain why it is dangerous to

concepts and skills in daily walk in
living floodwater after a typhoon.

H. Making generalizations and abstractions

How
about
canthe
welesson
distinguish ionic compounds from covalent compounds base

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
m covalent bond based on how they form.

inguish ionic from covalent compounds aside from how they were formed?

the improvised conductivity apparatus .

ugh group reporting.

he difference of ionic and covalent compounds

sh ionic compounds from covalent compounds base on physical properties?

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?
e to require remediation
GRADE 1 to 12 School
AILY LESSON LOG

Teacher

Teaching Dates and

Time

MONDAY TUESDAY

I. OBJECTIVES

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

B. Performance Standard The learners shall be able to analyze the percentage composition of different b
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 their structure. formed.

II. CONTENT

Metallic Bond and the Formation of Ions

Properties of Metals

III. LEARNING
RESOURCES
A. References

1. Teacher’s Guide pp. 96- 97 p.93

 pp. 96- 97 p.93
pages
2. Learner’s Materials pp. 121- 122 pp. 116- 119
pages
3. Textbook pages
 Grade Level 9

Learning SCIENCE 9
Area

Quarter SECOND

WEDNESDAY THURDAY FRIDAY

at hold metals together

mposition of different brands of two food products and decide on the products’ appropriate

are
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?”

C. Presenting Show the students some

examples/Instances of the pictures of metals which

display some of its

characteristics. Ask them to
explain what characteristic of
metal is shown on the pictures.

( Make a list of these

characteristics on the board)

D. Discussing new concepts Divide the class into small

and practicing new skills # groups and ask them to
1
new lesson
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.

Post a list of ions on the

board as examples.

(The list must show the

groupings of ions as cation and
anion, as well as atoms and
molecules).

Present to them pictures of some food products or drinks that are sources of ions needed by our body.

Ask the students to form 6

small groups for the activity. The
students will identify the
ed by our body.
 perform Activity # 5 Bonding
Among Metals.

E. Discussing new concepts The students will report their

and practicing new skills # findings on the said activity in
2 the class.

( 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
F. Developing mastery Go back with the pictures you have presented as examples for the characteris
(leads to Formative
Assessment 3)

G. Finding practical Ask the students to suggest

application of concepts some ways on how they can
and skills in daily living use the lesson in their daily living.

( Motivate them by giving

additional points for those who
can answer correctly)

H. Making generalizations Call for at least three

and abstractions about the volunteers that may sum up
lesson the lesson.

The teacher can prepare

incomplete statements that will be completed by the students to guide them wh
bring their materials in class
on the assigned date.)

Students will be sharing their research in the class and they are expected to discuss how they find ions useful.

The class will have an open

forum about food supplement,
vitamins and energy drinks they
used and how these things help
them in their daily lives.

To generalize the lesson ask

the following to the students:
1. What is ion?

2. Define ionization.
3. What are the two
types of ions?
4. Give examples of ions as
atom and as
a molecule.
5. What are some of the uses of
ions in our
lives?
I. Evaluating learning The students may answer
Table 5. Types of chemical bond
on page 122 of the LM.

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?
Use an exit paper for the
evaluation. Ask the students to
write what they have learned
about ions.
 DAILY LESSON LOG School
Teacher
Teaching Date and Time

MONDAY TUESDAY
I. OBJECTIVES The learner demonstrate understanding of the type of bonds that carbon form

A. Content Standard
B. Performance Standard
C. Learning S9M
Competency/Objectives
Write the LC code for each.
 Recognize the general classes  Recognize the general
and uses of organic compound. classes and uses of organic
 Differentiate organic compound compound.
by inorganic compound.  Show oil and gas formation.
 Discuss the major classes
of organic compounds.

II. CONTENT The variety of

(Organic

III. LEARNING RESOURCES

A. References

1. Teacher’s Guide pages pp.105-106

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

pages

3. Textbook pages
4. Additional Materials from Learning Resource (LR)portal
 Grade Level 10
Learning Area SCIENCE
Quarter FOURTH

DAY WEDNESDAY THURSDAY FRIDAY

bonds that carbon forms that result in the diversity of carbon compounds.

S9MT-IIh-18

 Recognize the general  Recognize the general  Recognize the general

classes and uses of organic classes and uses of organic classes and uses of organic
compound. compound. compound.
 Explain how carbon is used  Perform guided  Perform guided experiments
or applied in everyday life. experiments in determining in determining the properties
the properties of common of common organic
organic compounds compounds.

The variety of carbon compound

(Organic Compounds)

pp.105-106 pp.107-108 pp.107-108

pp.131-132 pp.132-135 pp.132-135

B. Other Learning Resource http://www.srv34.youtubein https://www.youtube.com
mp4.com/download.php?r=c /watch?v=8YHsxXEVB1
6p2q5CgGi2RUk7Dsa6IckD P M

https://www.youtube.com/wa t https://www.youtube.com
tch?v=0WAV47hsCpY /watch?v=q7pTbt_-KPY

http://2012books.lardbuck
et.org./books/principles-
of-general chemistry-
v1.0/s28-01-functional- groups-
and-classes-html

IV. PROCEDURES

A. Reviewing previous lesson Recall carbon atoms Review organic

or presenting the new compounds
lesson

B. Establishing a purpose for Begin the lesson by Start the lesson by

the lesson writing “organic”, inorganic”, and “compound”
giving short on
motivating
the board.
activity.
Ask two volunteers to

Ask the students to create a go in front and match

concept map. Branching off the the following to its appropriate
sides will be the object. (see attachment # 2)
students understanding of

the word. Ask students if they had an idea of where is

C. Presenting Show pictures of organic and inorganic

Let the
compound.
students watch
On the board let the stude
examples/Instances of the a
 Show pictures of organic and inorganic compound. On the board let the stude

new lesson. video clips about Oil and

Gas Formation.
http://2012books.lardbuck et.org/books/principles-of- general-chemistry- v1.0/s28-01-functional- groups-and-classes

How oil and gas formed? What are the important uses ofDescribe
carbon compound?
the physical properties of matter.

Introduce the lesson by asking the

Askstudents
one representative/
to explain how
volunteer
carbon
Ask from
the
is used
students
the or
class
applied
if to
they
beinblind
theirfolded.(
everydayUse
life?
actual lubri
finished answering their experiment which was done y

If not provide at least

10-15 minutes to answer the
questions in the activity.

Do activity # 1 Organic Let the student describe the appearance/ properties of each object.
Compounds: Are They Useful (
See Attachment #
5)
Do activity # 1 Organic Let the student describe the appearance/ properties of each object.
Compounds: Are They Useful (
See Attachment #
5)
functional- groups-and-classes-.html

r experiment which was done yesterday.

 group. (see attachment
#1)

Let them identify each household

products and its important uses

D. Discussing new concepts Show a video clips about Lead the students to
organic and inorganic discover that gasoline is only
compounds.. one of the sample products of
the major classes of organic
compounds.
 Show a video clips about Lead the students to
and practicing new skills # 1 organic and inorganic discover that gasoline is only
compounds.. one of the sample products of
the major classes of organic
compounds.

E. Discussing new concepts Based from the video presented, ask

Provide
the students
a photo copy
to differentiate
of organic com
and practicing new skills # 2 the major classes of organic compound.

Assign each group of

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.
Presentation of the result Before letting the Let them go to their proper
of the activity groupings for the final analysis
and exchanging of ideas.
Presentation of the result Let them go to their proper
of the activity groupings
students do the experiments, discuss firstfor
thethe final precautions
safety analysis that the students sh
and exchanging of ideas.

Perform activity #2
Properties of Common
Organic Compounds

Checking and discussion of the Students

activity results
were instructed to observe
Presentation
and take
of down
the result
notesof while
the activity
conducting
per group.
an expe
F. Developing mastery How is carbon compound differ from
What
inorganic
are thecompounds?
important uses of organic com
(leads to Formative
Assessment 3)

G. Finding practical application Why is it important to have fat in your

Whydiet?
do some motorists prepared to use un
of concepts and skills in
 Why is it important to have fat in your
Whydiet?
do some motorists prepared to use un

daily living

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

I. Evaluating learning Short Quiz

(See Attachment)
J. Additional activities for Construct the structure of Enumerate other
application or remediation hydrocarbons assigned examples of organic
using marshmallows, raisins and compounds that you usually
toothpicks. The marshmallows used in your everyday living.
will be the 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
What are the important uses of hydrocarbons?
The students will answer guideChecking
questions.
of(see
the result
attachment
of the #6)
activity.

Discuss the properties of

common organic compounds.

Why do some motorists prepared

Why
to use
are unleaded
some labelgasoline
productsthan
of
Why
some
anyare
type
household
some
of gasoline?
labelmaterials
productshas
of some
remarkable
household
wordmat
of
Why do some motorists prepared
Why
to use
are unleaded
some labelgasoline
productsthan
of
Why
some
anyare
type
household
some
of gasoline?
labelmaterials
productshas
of some
remarkable
household
wordmat
of

What are carbon What are the common What are the common
compounds? properties of organic properties of organic
compounds? compounds?

See Rubrics See Rubrics See Rubrics

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

counter which my principal or supervisor can help me solve?

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

C. Learning S
Competency/Objectives • Assess students’ prior • Measure the mass of a
knowledge about mole given number of
concept and objects.
percentage • Record the mass with
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

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages 117-119
2. Learner’s Materials pages 145-149
3. Textbook pages
4. Additional Materials from
Learning Resource
(LR)portal
Grade Level 9
Learning Area SCIENCE
Quarter SECOND QUARTER
 TUESDAY WEDNESDAY THURSDAY

at quantitatively measures the number of very small particles of matter.

age composition of different brand of two food products and decide on products on appropriate percentage

S9MT-Iii-19
prior • Measure the mass of a Calculate the mass of one Describe the
mole given number of mole of a substance relationships among the
using the periodic table of
and objects. elements. number of moles, mass,
• Record the mass with and number of particles.
of the correct number of
significant figures.
 elements.

s of an

s with the correct number of

. Relate the mass of the
ber of pieces per item.

Mole Concept Molar Mass Inter-conversions Among Mass, Moles and

Number of Particles

120-121 121-123 125-129

149-150 151-152 152-153
CIENCE
COND QUARTER
 FRIDAY

ate percentage

Apply the mole concept in

completing a given set of
data.
versions Among Mass, Moles and
Number of Particles

125-129
152-153
B. Other Learning Resource https://www.youtube.com/ watch?v=g_BelGwRxG8&spf reload=5

IV. PROCEDURES

A. Reviewing previous lesson or presentingAsk

the how
new scientists
lesson 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.
B. Establishing a purpose for the lesson • Ask students the
equivalence of the
following counting units: A Pair
of shoes =

A Dozen of eggs = 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.
com/ watch?v=g_BelGwRxG8&spf reload=5

• Based on the previous • Ask how chemists count • Describe molar mass.
activity, ask how large tiny particles such as atoms • Have students
quantities of objects can be and molecules. perform the Molar Mass
counted conveniently. • Ask what Avogadro’s Relay. (See
number is. attachment #2 for the
• Ask what counting unit is • Ask if one mole of different mechanics.)
used by chemists in counting substances
tiny particles such as atoms have the same mass.
and molecules and its
equivalent number.
• Ask why the unit mole • Ask how many Tell the students to come to
consists of a very large hydrogen atom and oxygen their corresponding group
number compared to case, atom are there in one molecule mates to perform this
ream, and dozen. of water or the atomic ratio. activity. The first group to
• Ask if one mole of sulfur has (2:1) answer correctly will be
the same mass as one mole • Ask the total no. of atoms of given an artificial gold medal
of aluminum. hydrogen and oxygen in a (prize is optional).
dozen
molecules of water. (24 atoms Show them a picture of a
of H and 12 atoms of O). gold medal thru a slide. (See
• Ask what will be the attachment #3)
number of atoms of H
and O in one mole of A pure gold medal has a
water molecules. (2 moles or mass of 591 g.
1.21 x 1024 H atoms and 1
mole or 1.) How many moles of gold
6.02 x 1023 O atoms) atoms are there in
Recall on how to count particles of substances from given masses.
Tell the students to come to
their corresponding group
mates to perform this activity.
The first group to answer
correctly will be given an
artificial golden cup (prize is
optional).

Show them a picture of a golden

cup. Tell students that this
golden cup contains 3.01 x1024
atoms. (See attachment #4)

Questions:

1. How many moles of gold are

there? (5 moles)
C. Presenting Mang Juan is constructing
examples/Instances of the new his bahay kubo and he

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:

practicing new skills # 1
“Counting by Getting the
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.

lesson
• How can you calculate the mass
theofgold
1 mole
medal
of water
if its molar
molecules?
mass is 197 g? (3 moles)

• The first who will 2.) How many atoms of

gold are present? (1.81
answer correctly will be given a x10
prize.
24 atoms)

Let them show their

solution.
 Present one mole of Present table 3 on page Ask how they convert a
sulfur and one mole of 150 of the module. given mass to moles then to
aluminum. The mass of one number of particles.
mole of sulfur is
32.01 g while the mass • Ask how the molar
of one mole of aluminum is
27.00 g. Ask why one mole of mass of oxygen gas O2,
different substances have sugar, and hydrogen
different masses. 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
1023 molecules or 1 mole
of table sugar.

Perform Activity 2: Perform Activity 3: Perform Activity 4:

“Total Count Vs. Mass” “The Mass of One Mole “The Relationship
of a Substance” Among Mole, Mass and
Number of Particles”

oper use of the platform balance first.)

Answer the guide Answer the guide Answer the guide

questions. questions. questions.
2. What is the mass of the
golden cup? (The molar
mass of gold is 197 g, so

the mass is 985g)

Let them show their solution.

Ask how they convert a
given number of moles into
mass in grams.

Perform Activity 5:

“The Chemist’s Mole”

Answer the guide

questions.
F. Developing mastery • 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.

G. Finding practical application of conceptsAsk

and skills
whatin daily
can living
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 the • Discussion on the • Discussion on the
results of the activity. results of the activity. results of the activity.
• Present table 3 on • Discuss how to derive • Ask what
page 150 of the LM. the molar mass of mathematical
• Ask what tool different substances operation is used to
provides information using the periodic table. convert a given mass
on the mass of one into no. of moles.
mole of an element. (division)
(Ans. : the periodic • Ask what
table of elements) mathematical
operation is used to
 convert no. of moles
to particles.
(multiplication)

Ask if 50 g of gold and  Ask them to arrange Ask how many CO2
50 g of silver have the same molecules are released into
number of atoms the following the atmosphere if
and explain their answer. substances from the 32g of methane (CH4) reacts
with 128 g of oxygen gas
lightest to heaviest. and produce
88g of CO2 along with 72
Ne, N2, H2, He,CO2
g of water vapor. (Convert
(Answer: H2, He, CH4, Ne, N2, 88 g CO2 into moles and to
CO2, ) no. of particles, the answer
 Ask which can be used to fill is
24
up a balloon that can rise up in
the air. (H2, He, and CH4
because their molar mass is
lighter than oxygen gas).

1.20x10 molecules).
• 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.

ules).
H. Making generalizations and Ask if they think scientists
abstractions about the lesson 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)

I. Evaluating learning Solve the problems on page 149 of the LM.

J. Additional activities for Watch the video “ One

application or remediation Mole and Avogadro’s
Number” from
https://www.youtube.com/
watch?v=g_BelGwRxG8&spf
reload=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

 Ask why hydrogen and methane gas is not used in party balloons. (They are both flam

• Ask them to describe Ask how to determine the Ask how to determine
molar mass. mass of one mole an element the no. of moles and
and a compound particles from a given mass
• Ask if moles of different of substance.
substances have the same
mass.

Give a short quiz. (See attachment

Present
#1) table 5 in the LM
on page 152 and give it as a
quiz.
party balloons. (They are both flammable, He is an inert gas).

Ask how to determine the

no. of moles and particles from
a given mass of substance and
vice versa.
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?
es worked well? Why did these work?

er which my principal or supervisor can help me solve?

 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

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

C. Learning S9MT-Iii-19
Competency/Objectives
Covert given mass into Prepare a concept map
moles and number of on the Mole Concept.
particles and vice versa.

II. CONTENT Inter-conversions Mole Concept

Among Mass, Moles and
Number of Particles

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages pp.126-129
2. Learner’s Materials pages p.154
3. Textbook pages
 Grade Level 9
Learning Area SCIENCE
Quarter SECOND QUARTER

TUESDAY WEDNESDAY THURSDAY

at quantitatively measures the number of very small particles of matter.

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

S9MT-Iii-19 S9MT-IIj-20
Prepare a concept map Calculate the • .Apply the concept of
on the Mole Concept. percentage composition by percentage
mass of compounds given composition in choosing
their chemical formula. grocery items.
• Realize that the
amount of substances intake
can be monitored with the
use of percentage
composition.

Mole Concept Percentage Composition of a Compound

p. 130 pp. 130-132

p. 155 pp. 155-157
CIENCE
COND QUARTER

FRIDAY

ate percentage composition.

• Recall past lessons.

• Answer test items correctly
and
honestly.

Summative Assessment

p. 133
p. 159
4. Additional Materials from Learning Resource (LR)portal

B. Other Learning Resource

IV. PROCEDURES

A. Reviewing previous lesson or How do you convert a given mass of a substance into number of moles a
 How do you convert a given mass of a substance into number of moles a
presenting the new lesson

B. Establishing a purpose for the As a group, they will

lesson 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.).

C. Presenting Let them explain their concept map.

examples/Instances of the new
lesson
https://www.youtube.com https://www.youtube.com/
/watch?v=wqZSxErQ7Ck watch?v=ZAxl502Yl9g

Recall on how to determine theRecall

no. ofon
moles
how and
to solve
particles
for molar
fromRecall
mass
a given
on
of mass
ahow
compound.
to
of solve
substance
for the
and
percentage
vice versa.
compositio
Recall on how to determine theRecall
no. ofon
moles
how and
to solve
particles
for molar
fromRecall
mass
a given
on
of mass
ahow
compound.
to
of solve
substance
for the
and
percentage
vice versa.
compositio

Let them watch the video • Ask the total number of Ask: “Have you given the
“What is a Mole?” from task by your parents to buy
https://www.youtube.com students in the class
groceries in the
/watch?v=wqZSxErQ7Ck and how many are supermarket? Do you take
males and females. Ask time to look at the nutritional
the percentage of male and facts of an
female in the class. item before buying it? Why
is it important to
look at the nutritional facts
• Ask on the percentage
before buying or consuming
by mass of hydrogen a product?”

in one mole of water, given that in 18g of water there is 2 g of hydrogen.

Based on the previous activities,

• Show
ask how
thethey
videowill
“Howorganize their
Present
knowledge
a labelonofthe
canned
concept
goods
of mole.
such as corned beef
to Calculate
Percentage Mass”
from
https://www.youtube.co
m/watch?v=ZAxl502Yl
9g
• Present the formula for
determining the
percentage
composition by mass of
a compound.
D. Discussing new concepts and Part I
practicing new skills # 1
Perform the “Mole 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

practicing new skills # 2
F. Developing mastery Discussion on the results of the activity

G. Finding practical application Ask why 6.02x1023

of concepts and skills in daily living
particles called the
Avogadro’s Number.

Instruct them to search on

the contributions of
Amedeo Avogadro in
science. Ask them what
they think are the good
other scientists involved in
the development of the

qualities of Avogadro and

 • Give more examples on calculating the percentage composition of compounds.

Perform Activity 6 Perform the problem Perform Activity 7:

solving on page 157 of the LM.
“Mole Map” “It’s Grocery Time!”
 Answer the guide questions.

Discussion on the results of theDiscussion

activity 6. on the results of the Discussion
activity. on the result of the activity.

Have students recite their answers to the guide quest

Follow up their search The roots of the plants •

about the scientists involved absorb the nutrients from the
in the development of mole soil. Potassium is the mineral
concept. Have a discussion responsible for a healthy root
regarding this matter. system. If you were a farmer,
which of the following fertilizers
are you going to use? K2SO4,
KCl, K2O, or K2CO3?
on calculating the percentage composition of compounds.

Perform Activity 7:

“It’s Grocery Time!”

Answer the guide questions.

Discussion on the result of the activity.

Have students recite their answers to the guide questions.

Calcium is important in
our diet because it
makes our bones
healthier.
Which calcium
supplements contain
the highest
percentage of
Calcium? (Ans:
CaCO3)
Calcium carbonate:
CaCO3, Calcium
concept of mole that they want to emulate.
H. Making generalizations and Ask how to do
abstractions about the lesson conversions of mass to
mole and to number of
particles and vice versa.

I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
citrate: Ca3(C6H5O7)2,
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 decrea

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 the importance of using Ask how to solve for the Ask why knowledge on
the mole concept percentage composition percentage composition
and molar mass of a of a compound. of substances is important.
compound in expressing
amount of substance.
ide effects and the advice
is used as an antacid, so it decreases the acidity
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?
er which my principal or supervisor can help me solve?

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