Name
Date
March 13, 2025
Time
7:30 am – 11:30 am
I.
OBJECTIVES
A. Content Standard/s
B. Performance Standard/s
C. Learning Competencies
(Write LC code for each)
D. Specific Objectives
Grade Level and Section
Learning Area
Quarter
Grade 10
Science
Fourth
The learners demonstrate an understanding of
how the chemical reactions are associated
with biological and industrial processes
affecting life and the environment.
Using any form of media, present chemical
reactions involved in biological and industrial
processes affecting life and the environment.
Explain how the factors affecting rates of
chemical reactions are applied in food
preservation and materials production, control
of fire, pollution, and erosion. (S10MT-IVh-j24).
At the end of 45 minutes discussion, the
students should be able to:
a. identify the components of a chemical
equation, including reactants, products,
and coefficient,
b. explain the Law of Conservation of Mass
and its importance in balancing chemical
equations, and
c. demonstrates the ability to balance
chemical equations using step by step
methods.
II.
CONTENT
III.
LEARNING RESOURCES
A. Primary
Good morning, everyone!
Good morning, ma’am Robie
Before we start our class, let’s
have a prayer first. Anyone who (Students volunteered to lead
wants to lead a prayer?
a prayer).
Thank you for your wonderful
prayer, before you take your
seat, please pick up pieces of
paper and arrange your chairs
properly.
Class Biddle, are there any
absences for today?
B. Reviewing
previous lesson
or
presenting
the new lesson
(ELICIT)
No, ma’am
Before we begin with a new
topic, let’s have a quick review
first. What is the topic that was
being discussed yesterday? Types of Chemical Reactions
Anyone?
ma’am.
Yes, that’s correct. Now again
what are the different types of We
have
chemical reactions?
decomposition,
combination,
single
displacement,
double
displacement,
combustion,
and
acid-base
reaction
ma’am.
Yes, that’s right. Again, can
anyone explain each type of
chemical reaction?
A combination reaction joins
substances together. The
decomposition reaction breaks
them apart. The single
displacement reaction swaps
one element. The double
displacement reactions it
exchanges the elements. The
combustion
reaction
this
invloves burning. Lastly, the
acid-base
reaction
only
happens where an acid and
base interact to form salt and
water ma’am.
Very good, thank you for your
comprehensive answer. The
answer of your classmate is
correct, I guess you really listen
and understand the previous
topic.
Today we will be discussing a
new topic which is Balancing
Chemical Equation, and here
are our objectives everyone
please read.
At the end of 45 minutes
discussion,
the
students
should be able to:
a. Identify the components of
a
chemical
equation,
including
reactants,
products, and coefficient,
b. explain the Law of
Conservation of Mass and
its importance in balancing
chemical equations, and
c. demonstrates the ability to
balance
chemical
equations using step-bystep methods.
C. Establishing a Before we dive into the
purpose for the balancing chemical equations,
lesson
let me show you this video first,
(ENGAGE)
everyone pay attention because
later I will be asking some
question.
(The teacher will a video
demonstrating the Law of
Conservation by measuring the
mass of an ice cube before and
after it melts).
Okay class, based on the video
that you have watched. What Even though the ice cube
have you observed?
melts still its mass remain the
same ma’am.
That’s correct, so this happens
class because the mass is
neither created nor destroyed in
a chemical reaction it just
changes its form. This idea is
called the Law of Conservation
of Mass. It means that whatever
the amount matter we start
before an reaction happen still
the mass will stay the same.
Just like what we see in the
video earlier right?
Yes, ma’am.
Okay class, what do you think is
the reason why we must
understand first the concept of
Law of Conservation of Mass
before we proceed to the
Balancing Chemical Equation?
Because this principle applies
to all chemical reactions,
including the ones we write as
chemical equations. That’s
why we need to balance them
to make sure the number of
atoms stays the same on both
sides.
Yes, that’s correct. Thank you
for your comprehensive answer.
D. Presenting
Before we proceed in Balancing
examples/insta Chemical Equation first, we
nces of the new must understand the difference
lesson
between
subscript
and
coefficient.
2NH3 in this class where do you
represent here the coefficient?
The 2 number ma’am.
Very good, how about the
subscript?
The 3 number ma’am beside
hydrogen.
How many atoms do you think is
present in Nitrogen?
2 atoms ma’am.
How did you determined that Because if we look at the
there is two atoms in nitrogen? equation ma’am there is only
one atom in nitrogen however,
it has a two coefficient ma’am
so with that we will times the
coefficient and the molecules
of the element like, 2 x 1 = 2
atoms of nitrogen.
Yes, that’s right class. Now, how
about the hydrogen, how many We have six atoms ma’am,
atoms does the hydrogen have? because again we will times
the coefficient and the
molecules of the element like,
2 x 3 = 6 atoms of hydrogen.
E. Discussing new
concepts and
practicing new
skills
#1
(EXPLORE)
That is also correct.
Let’s have an example.
Na+Cl2
NaCl
Do you think equations are
balanced class?
No, ma’am
Yes,
that’s
correct.
This
equation is not yet balanced.
Because as you noticed on the
left side, we have only one
sodium (Na) and two (Cl) atoms.
While on the right side, we only
have one sodium (Na) and one
chlorine (Cl). Correct class?
Yes, ma’am.
That’s why we need to adjust the
number of atoms using the
coefficients, not by changing the
subscripts. So we must add two
in the sodium chloride (NaCl).
Also we must add two in the
sodium (Na).
2Na + Cl2
2NaCl
How about this class, do you
think this equation is already in Yes, ma’am.
balance?
Yes, because there are two
sodium (Na) and two chlorine
(Cl) on both sides. So, we can
conclude that this equation is
already in balance.
Okay class if you wonder on
how to do a balancing equation,
actually there are steps that we
must follow
equation.
in
balancing
First, we must write the
unbalanced chemical equation
make sure that you follow the
correct rules in writing formulas
of compounds. Just like this
Next, you have to take note of all
the
elements present in the reactant
and
product side.
Okay, class what do you think is
the next step after this class?
We have to count the number
of atom/s of each element
present in the reactant and
product side ma’am.
Yes, that’s correct just like this
class.
Next, we will apply the Law of
Conservation of Mass to get the
same number of atoms of every
element on each side of the
equation. In balancing chemical
equation class we must place
the appropriate coefficients
before the symbol or formula.
Remember, do not change the
subscripts of the formula in
attempting to balance the
equation because this will also
change the identify the of
element presented.
In this class, do you think this
equation is already balanced?
That’s right, because as you
noticed the Al and Cu is already
in balanced form while the Cl is
not. So for the Cl to be balanced,
we should consider finding their
least common multiple (LCM) so
No, ma’am.
what do you think is that LCM of 6 ma’am.
Cl class?
Very good, okay so the
coefficient now in Cl in reactant
side is 3 while in the product
side is 2.
We
will
check again the number of
atoms.
Class,
do you
think
the
equation now is in balanced No, ma’am.
form?
Yes still it’s not in balance form
yet because of the Cu. So we
will find the LCM for the Cu for
the both side. The LCM of the
Cu is 3, supply the coefficients
now to the equation, coefficient
1 is no longer written. So our
equation now is
Okay, how about this class, do
you
think this equation is already in
balanced form?
Yes, ma’am.
F. Discussing new Now, do you understand on how
concepts and to balance a chemical equation? Yes, ma’am.
practicing new
skills
#2 Okay, in this part we were going
(EXPLORE)
to apply our learnings in our
activity for this day. Everyone
find a partner, you are going to
work in pairs to balance these
equation. You may answer at
the 1/2 sheet of paper (The students are finding for
crosswise.
their partners and start
answering
the
following
equation).
1. Al + O2
Al2 + O3
2. C3H8 + O2
CO2 + H2O
G. Developing
Mastery
I will give you 10 minutes to
finish answering this task. You
must show your solution on how
you came up with your final
answer.
Everyone times up, your 10
minutes are already done. Pass (The students pass
your papers here in front.
papers in the front)
their
(EXPLAIN)
Now I will be calling some
random students to share to us
their answer.
(The teacher is calling random
students to share their answers
in front of the class).
What strategies do you use in
balancing
this
chemical (The chosen student shares
equation?
their answer in the front).
Okay class I will give you some
trick you for to balance better the
chemical equation. You must
balance first the metal, then next
the nonmetals, and balance
lastly the hydrogen and oxygen. Okay, ma’am.
H. Finding
Now, let’s think about a realpractical
world application. Where do you
applications of think
balanced
equations
concepts and matter?
I think in cooking, in medicine
skills in daily
and fuel combustion ma’am.
living
(ELABORATE) Exactly class, if the chemical
equations were not balanced,
imagine class what would
happen in a medicine factory. A
slight imbalance could mean an
overdose or an ineffective drug.
That’s why balancing equations
is so important. Do you Yes, ma’am.
understand everyone?
I.
Okay very good.
Making
Class here are the important key
generalization
factors that we must remember
and
in this discussion.
abstractions
about
the 1. The chemical equations
lesson
must be balanced to follow
(Generalization/
the Law of Conservation of
Abstraction)
Mass.
2. We must balanced the
chemical equations by
adjusting the coefficients,
not the subscript.
3. Lastly, balanced equations
ensure correct chemical
reactions in real life, from
fuel combustion to medicine
production.
J. Evaluating
Learning
(EVALUATION)
In this part we will be having a
10 quiz to assess your learning
in this discussion. But this time,
this will be individual work, so
read carefully each question
and answer with the best of your
ability.
1. Which law is the basis for
balancing
chemical
equations?
a. Law of Conservation of
Mass
b. Law
of
Definite
Proportions
c. Law
of
Multiple
Proportions
d. Law
of
Energy
Conservation
2. A
balanced
chemical
equation must have the
same number of atoms of
each element on both
sides. True or False
3. What
is
the
correct
coefficient for O₂ when
balancing this equation?
__ C₃H₈ + __ O₂ → __ CO₂
+ __ H₂O
4. Which of the following
equations
is
correctly
balanced?
a. N₂ + H₂ → NH₃
b. 2H₂ + O₂ → 2H₂O
c. CH₄ + O₂ → CO₂ + 2H₂O
d. Fe + O₂ → Fe₂O₃
5. Balance this equation
__ Al + __ O₂ → __ Al₂O₃
6. Why do we balance
chemical equations?
a. To make equations look
symmetrical
b. To follow the Law of
Conservation of Mass
c. To
adjust
reactant
quantities randomly
d. To increase the number of
products
7. Which of the following steps
is NOT necessary when
balancing equations?
a. Changing the subscripts of
compounds
1. A
2. True
3. C₃H₈ + 5 O₂ → 3 CO₂
+ 4 H₂O
4. B
5. 4 Al + 3 O₂ → 2 Al₂O₃
6. B
7. A
b. Adding coefficients to
balance atoms
c. Counting the number of
atoms on both sides
d. Checking if the total
number of atoms is equal
8. Which of the following best
describes the purpose of
coefficients in a balanced
chemical equation?
a. They indicate the number of
molecules or moles of a
substance involved in the
reaction.
b. They change the identity of
the substances to balance
the reaction.
c. They adjust the charge of
the compounds in the
equation.
d. They represent the atomic
mass of the elements.
9. What
is
the
correct
balanced equation for the
reaction of hydrogen (H₂)
and oxygen (O₂) to form
water (H₂O)?
A. H₂ + O₂ → H₂O
B. 2H₂ + O₂ → 2H₂O
C. H₂ + 2O₂ → H₂O₂
D. 2H₂ + 2O₂ → 2H₂O₂
10. What
is
the
correct
coefficient for H₂ when
balancing this equation?
a. 1
b. 2
c. 3
d. 4
Okay done, finish or not finish
pass your paper at the front.
K. Additional
Now for your assignment class,
activities
for I want you to observe a real – life
application
or chemical reaction in your
remediation
surroundings then you will do
(EXTEND)
research or
analyze
the
chemical
equation
that
represent the reaction of your
choice.
Lastly,
write
the
unbalanced equation and then
you must try to balanced it.
8. A
9. B
10. C
I hope you learn something for See you and thank you and
todays discussion. See you and goodbye ma’am Robie.
Good bye class.
IV.
REMARKS
V.
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
this 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:
Robie Mae G. Magallon
PST in SCIENCE