DAILY
LESSON LOG
School
Teacher
Teaching Dates and Time
MONDAY
I.
Grade Level
Learning Area
Quarter
TUESDAY
WEDNESDAY
9
SCIENCE
SECOND
THURSDAY
FRIDAY
OBJECTIVES
A. Content Standard
Use the unit mole that quantitatively measures the number of very small particles of matter.
B. Performance Standard
C. Learning
Competency/Objectives
II.
Analyse the percentage composition of different brand of two food products and decide on products on appropriate percentage composition.
S9MT-Iii-19
• Assess students’ prior
Calculate the mass of Describe the relationships Apply the mole concept in
knowledge about mole
one mole of a substance among the number of completing a given set of
concept
and
using the periodic table of moles, mass, and number data.
percentage
elements.
of particles.
• Measure the mass of a
composition
of
given
number
of
compounds.
objects.
• Measure the mass of
• Record the mass with
an object.
the correct number of
• Record the mass with
significant figures.
the correct number of
significant figures.
• Relate the mass of the
object to the number of
pieces per item.
CONTENT
Mole Concept
III.
LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
117-119
145-149
Molar Mass
120-121
149-150
121-123
151-152
Inter-conversions Among Mass, Moles and Number
of Particles
125-129
152-153
125-129
152-153
4. Additional Materials from
Learning Resource
(LR)portal
https://www.youtube.com/
watch?v=g_BelGwRxG8&sp
freload=5
B. Other Learning Resource
IV.
PROCEDURES
A. Reviewing previous
lesson or presenting the
new lesson
Ask how scientists 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
• Ask
students
the
for the lesson
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.
• Based on the previous
activity, ask how large
quantities of objects can
be counted conveniently.
• Ask what counting unit
is used by chemists in
counting tiny particles
such as atoms and
molecules
and
its
equivalent number.
• Ask why the unit mole
consists of a very large
number compared to
case,
ream,
and
dozen.
• Ask if one mole of
sulfur has the same
mass as one mole of
aluminum.
• 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.
• Have students perform Recall on how to count
the Molar Mass Relay. particles of substances from
(See attachment #2 for given masses.
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
6.02 x 1023 O atoms)
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 gold
medal (prize is optional).
Show them a picture of a
gold medal thru a slide.
(See attachment #3)
A pure gold medal has a
mass of 591 g.
1.) How many moles of
gold atoms are there in the
gold medal if its molar
mass is 197 g? (3 moles)
2.) How many atoms of
gold are present? (1.81
x10 24 atoms)
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)
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.
C. Presenting
examples/Instances of
the new lesson
D. Discussing new
concepts and practicing
new skills # 1
E. Discussing new
concepts and practicing
new skills # 2
F. Developing mastery
Mang
Juan
is
constructing his bahay
kubo and he needs to buy
a lot of iron nails.
How is 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?
Perform Activity1:
“Counting by Getting
the Mass of an Object”
(Demonstrate the proper
use of the platform
balance first.)
Answer
the
guide
questions.
• 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.
Present one mole of
sulfur and one mole of
aluminum. The mass of
one mole of sulfur is
32.01 g while the mass of
one mole of aluminum is
27.00 g. Ask why one
mole
of
different
substances have different
masses.
• How can you calculate
the mass of 1 mole of
water molecules?
• The first who will
answer correctly will be
given a prize.
Present table 3 on page
150 of the module.
• Ask how the molar
mass of oxygen gas
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 Activity 2:
“Total Count Vs. Mass”
Perform Activity 3:
“The Mass of One Mole
of a Substance”
Answer
the
questions.
Answer
the
questions.
guide
guide
• Discussion on the
results of the activity.
• Discussion on the
• Present table 3 on
results of the activity.
page 150 of the LM.
• Discuss how to derive
• Ask
what
tool
the molar mass of
provides information
different substances
on the mass of one
using the periodic
mole of an element.
table.
Let them
solution.
show
their
Ask how they convert a Ask how they convert a
given mass to moles then given number of moles into
to number of particles.
mass in grams.
Perform Activity 4:
“The Relationship
Among Mole, Mass and
Number of Particles”
Perform Activity 5 “The
Chemist’s Mole”
Answer the guide
questions.
Answer the guide
questions.
• Discussion
on
the
results of the activity.
• Ask what mathematical
operation is used to
convert a given mass
into no. of moles.
(division)
• Discussion on the results
of the activity.
• Ask what mathematical
operation is used to
convert a given no. of
atoms
into
moles.
(division)
• 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.
(Ans. : the periodic
table of elements)
G. Finding practical
application of concepts
and skills in daily living
Ask what can 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?
Ask if 50 g of gold and 50
g of silver have the same
number of atoms and
explain their answer.
 Ask them to arrange
the following
substances from the
lightest to heaviest.
Ne, N2, H2, He,CO2
(Answer: H2, He,
CH4, Ne, N2, CO2, )
 Ask which can be
used to fill up a
balloon that can rise
up in the air. (H2, He,
and CH4 because
their molar mass is
lighter than oxygen
gas).
 Ask why hydrogen
and methane gas is
not used in party
balloons. (They are
both flammable, He is
an inert gas).
• Ask what mathematical
operation is used to
convert no. of moles to
particles. (multiplication)
• Ask what mathematical
operation is used to
convert a given moles into
mass. (multiplication)
Ask how many CO2
molecules are released
into the atmosphere if 32g
of methane (CH4) reacts
with 128 g of oxygen gas
and produce 88g of CO2
along with 72 g of water
vapor. (Convert 88 g CO2
into moles and to no. of
particles, the answer is
1.20x1024 molecules).
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.
H. Making generalizations
and abstractions about
the lesson
Ask if they think scientists
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.
Present table 5 in the LM
Solve the problems on Give a short quiz. (See on page 152 and give it
page 149 of the LM.
attachment #1)
as a quiz.
Evaluating learning
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?
Watch the video “ One
Mole and Avogadro’s
Number” from
https://www.youtube.com/
watch?v=g_BelGwRxG8&sp
freload=5
Ask how to determine the Ask how to determine the
mass of one mole an no. of moles and particles
• Ask them to describe element and a compound from a given mass of
molar mass.
substance.
• Ask if moles of different
substances have the
same mass.
Ask how to determine the
no. of 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?
DAILY
LESSON LOG
School
Teacher
Teaching Dates and
Time
Grade Level
Learning Area
Quarter
MONDAY
VII.
TUESDAY
WEDNESDAY
THURSDAY
9
SCIENCE
SECOND
FRIDAY
OBJECTIVES
A. Content Standard
Use the unit mole that quantitatively measures the number of very small particles of matter.
B. Performance Standard
Analyse the percentage composition of different brand of two food products and decide on products on appropriate percentage
composition.
C. Learning Competency/Objectives
S9MT-Iii-19
Covert given mass into
moles and number of
particles and vice versa.
VIII.
IX.
CONTENT
LEARNING RESOURCES
A. References
5. Teacher’s Guide pages
6. Learner’s Materials pages
7. Textbook pages
Inter-conversions
Among Mass, Moles and
Number of Particles
pp.126-129
p.154
S9MT-IIj-20
Prepare a concept
map on the Mole
Concept.
Calculate
the • .Apply the concept of
percentage
percentage
composition by mass of
composition
in
compounds given their
choosing
grocery
chemical formula.
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
p. 155
pp. 130-132
pp. 155-157
pp. 130-132
pp. 157-158
.
• Recall past lessons.
• Answer
test
items
correctly and honestly.
Summative Assessment
p. 133
p. 159
8. Additional Materials from
Learning Resource
(LR)portal
B. Other Learning Resource
X.
PROCEDURES
A. Reviewing previous lesson
or presenting the new lesson
https://www.youtube.com
/watch?v=wqZSxErQ7Ck
How do you convert a
given mass of a substance
into number of moles and
number of particles?
B. Establishing a purpose for
As a group, they will
the 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
examples/Instances of
the new lesson
https://www.youtube.com
/watch?v=ZAxl502Yl9g
Recall
on
how
to Recall on how to solve
determine the no. of for molar mass of a
moles and particles from compound.
a
given
mass
of
substance
and
vice
versa.
• Ask the total number of
students in the class
and how many are
males and females.
Let them watch the video
Ask the percentage of
“What is a Mole?” from
male and female in the
https://www.youtube.co
class.
m/watch?v=wqZSxErQ
• Ask on the percentage
7Ck
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
Calculate
Percentage
Mass”
Based on the previous
from
activities, ask how they
Let them explain their
https://www.youtube.c
will
organize
their
concept map.
om/watch?v=ZAxl502
knowledge
on
the
Yl9g
concept of mole.
• Present the formula for
determining
the
percentage
Recall on how to solve .
for
the
percentage
composition
of
compounds
Ask: “Have you given
the task by your parents
to buy groceries 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 at the nutritional
facts before buying or
consuming a product?”
Present a label of
canned goods such as
corned beef or meat
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 to keep a
healthy lifestyle.
composition by mass
of a compound.
• Give more examples
on calculating the
percentage
composition
of
compounds.
D. Discussing new concepts
and practicing new skills # 1
Part I
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.
. Perform Activity 6
“Mole Map”
Perform the problem
solving on page 157 of
the LM.
E. Discussing new concepts
and practicing new skills # 2
F. Developing mastery
Discussion on the results
of the activity.
G. Finding practical
application of concepts and skills
in daily living
Ask
why
6.02x1023
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
qualities of Avogadro and
other scientists involved in
the development of the
concept of mole that they
want to emulate.
Discussion on the results
of the activity 6.
Discussion on the results
of the activity.
The roots of the plants
absorb the nutrients from
the soil. Potassium is the
mineral responsible for a
Follow up their search healthy root system. If
about
the
scientists you were a farmer, which
involved
in
the of the following fertilizers
development of mole are you going to use?
concept.
Have
a K2SO4, KCl, K2O, or
discussion regarding this K2CO3?
matter.
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
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 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.
H. Making generalizations
and abstractions about the
lesson
I.
Evaluating learning
J. Additional activities for
application or remediation
XI.
XII.
REMARKS
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
Ask the importance of Ask how to solve for the
Ask how to do conversions
using the mole concept percentage composition
of mass to mole and to
and molar mass of a of a compound.
number of particles and
compound in expressing
vice versa.
amount of substance.
Ask why knowledge on
percentage composition
of
substances
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?