Daily Lesson Log
Teacher
Teaching Dates
Teaching Time
EMILY S. DELA CRUZ
7:30-8:30/10:00-11:00/11:0012:00 AM/2:00-3:00 PM
Grade Level 9
Learning Area SCIENCE
Quarter 2nd
Session 1
I. Learning Targets/
Specific Objectives
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives (L.C. Code)
Specific (Daily) Objective/s
II. Learning Content
IIILearning Resources
A. References
1. Teacher's Guide Pages
2. Learner's Materials Pages
3. Textbook Pp.
4. Additional Materials from
LR portal
B. Other Learning Resources
The learners demonstrate understanding of
 the unit, mole, that quantitatively measures the number of very small particles
of matter
The learners should be able to
 analyze the percentage composition of different brands of two food products
and decide on the products’ appropriate percentage composition
The learners…
 Use the mole concept to express mass of substances
S9MT-IIi19
At the end of the lesson, the learners are expected to:
 Measure the mass of an objects
 Record the mass with the correct number of significant figures
 Relate the mass of the object to the number of pieces per item.
THE MOLE CONCEPTS
Pages 117-119
145-149
Teacher’s Activity
IV. PROCEDURE
Prayer
Greetings
Checking of the classroom environments.
Checking of Attendance
Preliminary
In the previous module, you have learned the different kinds of hydrocarbons
and their uses. Look at the structural diagram of hydrocarbons below and
answer the following questions.
A. Reviewing
previous
lesson or
presenting
the new
lesson
Elicit:
(The activities in
this section will
evoke or draw out
prior concepts or
prior experiences
from the
students)
Guide Questions:
1. Which of these sets of hydrocarbons is alkane?
2. Which of these are alkene and alkynes?
3. How will you describe the bond between b and c?
4. What elements are mostly present in all the three given compounds?
English/Mathematics
The Teacher will show the pictures and ask the students the equivalence of
the following counting units:
A pair of shoes
The phrase “pair of shoes”
typically refers to 2 individual
shoes that are made to be worn
together, with 1 shoe for each
foot.
A dozen of eggs
It is "a dozen" eggs because "a
dozen"= 12
B.
Establishing a
purpose for
the lesson
Engage:
(The activities in
this section will
stimulate their
thinking and help
them access and
connect prior
knowledge as a
jumpstart to the
present lesson.)
A case of coke
A typical case of Coke contains 24
cans/bottles.
A ream of paper
It doesn't matter which type of
ream we are taking:
 1 (long) ream = 20 (long)
quires = 500 sheets
 1 short ream = 20 (short)
quires = 480 sheets
1. Suppose you and your brother need to buy a pair of shoes for your
MAPEH class, how many pieces of shoes will you get?
2. Your class will be having a Christmas party. You are 48 students in
your class. How many dozens of donut will you need to buy so that
everyone will have a donut?
Ask the following questions:
 What is the advantage of using these units in counting too many
objects compared to counting them one by one?
 What are the other ways to make counting too many objects easier
and faster?
Mang Juan is constructing his bahay-kubo and he needs to buy a lot of iron
nails.
 How are iron nails bought from hardware store, by number or by mass?
 Why are they usually sold by mass?
 What instrument is used for getting the mass of the object like iron
nails?
 Is it possible to determine the exact number of iron nails he bought for
his bahay-kubo using weighing scale? How?
C. Presenting
examples/
instances
of the new
lesson
D. Discussing
new
concepts &
practicing
Explore:
(In this section,
students will be
given time to
think, plan,
investigate, and
organize collected
information; or
Int
new skills
#1
the performance
of the
planned/prepared
activities from the
students’ manual
with data
gathering with
Guide Questions)
roduce to the class what is mole concept and Avogadro’s number.






b
The mole concept is a way of measuring the amount of a substance that
contains a very large number of particles. A mole is defined as the amount of a
substance that contains exactly 6.022 × 10²³ elementary entities, such as
atoms, molecules, or ions. This number is called Avogadro's number or
Avogadro's constant, and it is denoted by N A. The mole concept can be used
to convert between mass and number of particles.
In Chemistry, mole (mol) is simply defined as the quantity of a substance which
contains the same number of particles. Look at the illustration below to
understand how the mole expresses quantity and unit based on number.
One mole is the amount of substance that contains as many particles as there
are present in 12 grams of Carbon-12 atom. The actual number of atoms in 12
g of Carbon-12 isotope is equal to 6.02x1023 particles called Avogadro’s
number, in honor of the Italian scientist Amadeo Avogadro.
1 mole 12C = 12.00g 12C = 6.02 x 1023 12C atoms
Operationally, the number of moles is determined using the formula.
𝑀𝑜𝑙𝑒 = 𝑀𝑎𝑠𝑠 (𝑖𝑛 𝑔)/ 𝐹𝑜𝑟𝑚𝑢𝑙𝑎 𝑜𝑟 𝑚𝑜𝑙𝑒𝑐𝑢𝑙𝑎𝑟 𝑚𝑎𝑠𝑠
EXAMPLE:
1 mole of table salt (NaCl)
= 6.02 x 1023 NaCl ion pair
1 mole of sugar (C12H22 O11)
= 6.02 x 1023 sugar (C12H22 O11)
1 mole of Gold (Au)
= 6.02 x 1023 Au atoms
1 mole of water (H2O)
=6.02 x 1023 H2O molecules
 The teacher will present and discuss some sample problem.
Let us calculate the number of moles of oxygen (O2) in 24.0 g of O2. From the
definition of a mole, we know that 1 mole of O2 = 32.0 g.
SOLUTION:
•
The teacher will play a video clip about mole and Avogadro’s number.
Perform activity #1.
“Counting by getting the Mass of an object”
Before the students work in group orient them the proper decorum during the activity and since this is the
first time they use the triple beam balance the teacher should demonstrate first on how it works.
To use a triple beam balance, you need to:
1. Place the triple beam balance on a flat surface.
2. Adjust the level of the balance by turning the leveling screws until the bubble
is at the center of the indicator.
3. Zero the balance by adjusting the riders on each beam until the pointer lines
up with the zero mark.
4. Place the object that you intend to weigh on the platform.
5. Adjust the weights on the 3 beams until the beam pointer is aligned with the
zero mark again.
6. Start with the largest weight and work towards the smallest
Let the students discuss their work. Every group will present their output to
the class and the teacher will evaluate their output.
E. Discussing
new
concepts &
practicing
new skills
#2
Explain:
F. Developing
mastery
G. Finding
practical
application
s of
concepts
(In this section,
students will be
involved in an
analysis of their
exploration. Their
understanding is
clarified and
modified because
of reflective
activities)/Analysis
of the gathered
data and results
and be able to
answer the Guide
Questions leading
to the focus
concept or topic
for the day.)
Discussion on the results of the activity.
Ask the following questions:
 What counting unit is used by chemist in counting tiny particles such as
atoms and molecules and its equivalent number.
 Emphasize that
“Scientist 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.”
 Why the equivalent number is called Avogadro’s number?
Elaborate:
(This section will
give students the
opportunity to
expand and
solidify/concretize
their
The mole concept is practically relevant in everyday life because it allows us to:
 Count atoms and molecules by weighing macroscopic amounts of
material.
and skills in
daily living
understanding of
the concept
and/or apply it to
a real-world
situation)




Establish a standard for determining the stoichiometry of reactions.
Explain the properties of gases.
Provide a universally accepted standard for mass.
In what ways in your daily life can you apply this procedure?
Help Sally arrange her ideas
the concept of mole. Which of
these ideas about mole is
incorrect? Why?
H. Making
generalizati
ons and
abstraction
Evaluation
:
(This section will
provide
opportunities for
concept check test
items and answer
key which are
aligned to the
learning objectives
– content and
performance
standards and
address
misconceptions- if
any)
I. Evaluating
Learning
(Paper and Pen Test) 5 minutes
Write your answer in ½ crosswise. Choose the letter of the best answer. Write your answers
on a separate sheet of paper.
1.Which of these is the quantity of a substance containing the same number of particles?
A. Density C. Mole B. Mass
D. Volume
2.Which statement is TRUE about the different substance having the same number of
moles?
A. They have equal masses.
B. They have equal numbers of particles.
C. They have equal volumes per unit mass.
D. They have the same amounts of energy
3 Which molecule has the largest mass per molecule?
A. H2
C. CO2 B. Cl2
D. C2H5OH
4 Which of these values represent the number of particles in one mole of a substance? A.
6.02x1022
C. 6.02x1024 B. 6.02x1023
D. 6.02x1025
5 Who among these chemists and physicists made use of the mole concept to represent
the number of particles in a substance?
A. Amedeo Avogadro
C. John Dalton
B. Jacques Charles
D. Robert Boyle
6 Which of these sets of units is used to represents molecular mass?
A. g
C. Kg
B. g/mol
D. mg
7 Which of these values is the correct molar mass for Sodium chloride (NaCl)?
A. 58.5
g/mol
C. 38.1 g/mol
B. 45.2 g/mol
D. 11.3 g/mol
8 Which is equivalent to one mole of Ca(NO3)2?
A. 40 g Ca(NO3)2; 6.02 x 1023 particles
B. 164 g Ca(NO3)2; 12.04 x 1023 particles
C. 328 g Ca(NO3)2; 6.02 x 1023 particles
D. 164 g Ca(NO3)2; 6.02 x 1023 particles
Extend:
(This section gives
situation that
explains the topic
in a new context,
or integrate it to
another
discipline/societal
concern)
J. Additional
activities
for
application
and
remediatio
n
Performance Task
Directions: Solve the given problems below. Write you solution and answer on the box
below.
How many sunflower seeds are equal to 3.50 moles of sunflower seeds?
How many strawberries are equal to 7.50 moles of strawberries?
How many moles of rice grains are equal to 1.807x1024 grains of rice?
That’s all for today class. Submit your outputs on Monday. Should you have any
questions regarding the Performance Task, feel free to message me.
Goodbye Class.
V. REMARKS
VI. 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 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?
Prepared by:
EMILY S. DELA CRUZ
Teacher I
Checked by:
STAR L. CABAYAO
Head Teacher II
Noted by:
RODEL M. BAHIA PhD,hc.
Principal IV