science 9

1. DAILY LESSON PLAN
Grade 9
School Moreno Integrated School Grade Level Grade 9
Teacher Menchie T. Yaba Learning Area Science
Teaching
Date and
Time
Week 6 Day 1 Quarter Second
I. OBJECTIVES:
A. Content Standards The unit mole that quantitatively measures the number of very small particles
of matter
B. Performance
Standards
Analyze the percentage composition of different brands of two food products and
decide on the products’ appropriate percentage composition
C. Learning
Competencies
Use the mole concept to express mass of substances;. S9MT-Iii-19
Specific Objectives
 Define mole and Avogadro’s constant.
 Distinguish the number of moles of a particular substance.
 Recognize the application of mole concept to real life situation.
II. CONTENT Mole Concept
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages pp. 147-150
2. Learner’s Materials
3. Textbook Pages Juan, Evangeline B., 2019. 2ND Quarter: Science Progressive Questions in
Grade 9 Chemistry. Malabon City, Metro Manila: SDO-Malabon City.
Tabligan, Merry Chris T. 2019. 2nd Quarter: Science Progressive Formative
Assessment Grade 9: Chemistry – Matter. Malabon City, Metro Manila:
Project EASE (Effective Alternative Secondary Education).
4. Additional Materials
from LR
Audio Visual Presentation, Projector, lapel, laptop, activity sheets
B. Other Learning
Resources
DepEd - Bureau of Learning Resources (BLR) Illustrations. Pair of slippers https://lrmds.deped.gov.ph/
DepEd - Bureau of Learning Resources (BLR) Illustrations. Molecules. https://lrmds.deped.gov.ph/
DepEd - Bureau of Learning Resources (BLR) Illustrations. Salt. https://lrmds.deped.gov.ph/
DepEd - Bureau of Learning Resources (BLR) Illustrations. Gold bar. https://lrmds.deped.gov.ph/
DepEd - Bureau of Learning Resources (BLR) Illustrations. Bag of sugarhttps://lrmds.deped.gov.ph/
DepEd - Bureau of Learning Resources (BLR) Illustrations. Glass of water.https://lrmds.deped.gov.ph/
DepEd - Bureau of Learning Resources (BLR) Illustrations. Vault.https://lrmds.deped.gov.ph/
IV. PROCEDURES
Preliminary Activity Greeting
Prayer
Checking of Attendance by group
Checking of classroom’s orderliness
Setting of Standards
A. ELICIT (Access
prior knowledge)
A start up activity will be given to students to recall the lesson theyve learned in
Grade 8 which is related to the lesson to be discuss.
Using the periodic table of elements, aswer the worksheet below.

2. B. ENGAGE (Get the
student’s mind
focused on the
topic)
If you were asked by your mother to buy the following materials, how many
objects do you expect in each item?
The teacher will show the following pictures, and say “ Like those things there is
also a fixed amount of counting the number of particles of substance”
“The collective counting words (i.e. pair, dozen) are used as convenient
terms for often used number of items in everyday life. Just as the grocery finds
selling eggs by the dozen more convenient than selling them individually, the
chemist finds calculations (regarding number of atoms, molecules and ions)
more convenient with moles. Since samples of matter typically contain so many
atoms, a unit of measure called the mole has been established for use in
counting atoms.”
The teacher will let the students to recite the poem to understand what a mole
is. Afterwards she will ask to write the second line of the poem in scientific
notation.
A mole is a unit, or have you heard,
Containing six times ten to the twenty-third,
That’s a six with twenty-three zero’s at the end,
Much too big a number to comprehend.
What is the equivalent of 1 mole?
C. EXPLORE
(Provide students
with a common
experience)
The teacher will provide reading material for the students to read and will ask
to answer the questions below.
Activity Proper

3. Questions:
1. What hypothesis was Avogadro famous for?
2. How was the Avogadro’s number obtained?
3. Jean Baptiste Perrin used the term Avogadro’s number while explaining
Brownian motion. What is the value of Avogadro’s number?
Post Activity
The teacher will process students answer on the previous task.
D. EXPLAIN (Teach
the concept)
What is a mole?
“A mole is a unit for counting the number of particles, just like a dozen (which
means 12 units ), a pair ( which means 2 units), a gross ( which means 144
units), and a ream ( which refers to 500 sheets of paper. A mole means 602
000 000 000 000 000 000 000 ( 602 hexillion particles ) or 6.02 x 1023
particles
called the Avogadro’s Number, named after Italian Chemist and Physicist
Amedeo Avogadro who made a study on this. “
What is the equivalent of one mole of any substance?
One mole of something consists of 6.02 x 1023
units of that substance. Just as
a dozen eggs is 12 eggs, a mole of eggs is 6. 02 x 1023
eggs. A mole contains
6.02 x 1023
atoms in 12.00g of 12C-atoms.
1 mole 12C= 12.00 g 12C = 6.02 x 1023
12C atoms
How did he arrive at the number 6.02 x 1023
?
The atom Carbon-12 (12 C) was experimentally obtained to have a mass of
19.92 x 10-24
or 12 amu (Atomic mass unit). This fact allows us to calculate the
number of 12C atoms in a sample with a mass of 12 grams, the molar mass of
12C in grams.
“One mole is 6.02 X 1023 particles of any substance. These particles include :
atoms, ions, molecules and formula units.”
Example:
1 mole of Au atoms = 6.02 X 1023
atoms of Au
1 mole of Na+1 ions = 6.02 X 1023
ions of Na
1 mole of NaCl formula units = 6.02 X 1023
formula units of NaCl
1 mole of CO2 molecules = 6.02 X 1023
molecules of CO2
Remember that the terms:
MOLECULES is used for covalent compounds
FORMULA UNITS is used for ionic compounds
ATOMS is used for an element
IONS is used for a charge atom

4. To check students understanding the teacher will ask:.
If I have 1 mole of carbon, how many atoms do I have?
If I have 1 mole of water, how many molecules do I have?
If I have 1 mole of salt, how many formula units of salts do I have?
If I have 6.02 X 1023
M & M’s, how much candy do I have?
If I have 6.02 X 1023
French fries, how much potato do I have?
If I have 6.02 X 1023
molecules of carbon monoxide, how much CO I have?
“You almost mastered the skills in expressing the mass of a substance using
the mole concepts. Let us try to analyze the given data and answer the
following questions. “
Substance No. of particles No. of
Moles
Molecular
Mass
Water H2 O 6.02 X 10 23
18 amu
Gold (Au) 1 197 amu
Sugar (C12H22O11) 1 342 amu
Salt (NaCl) 6.02 X 10 23
58 amu
Sulfur (S) 1 32 amu
1. What is the relationship among mass, mole and no. of particles of a given
substance?
2. Help Sally arrange her ideas the concept of mole. Which of these ideas
about mole is incorrect? Why?
E. ELABORATE
(Students apply
the information
learned)
The teacher will deepen students understanding on the lesson by letting them
to accomplish the concept map.
Complete the following concept map with the appropriate terms using the
following words: Ions, Avogadro’s number, Mole, Atoms, Molecules,
Particles, Mass, Compound, g/mole (molar mass), Element
F. EVALUATE (How
well know the
students have
learned the
concepts)
Choose the letter of the correct answer.
1. Which of the following statements is NOT true about mole?
A. One mole of a substance contains a fixed number of particles.
B. One mole each of different substances has different masses and
different number of particles.
C. One mole each of different substances has the same number of
particles but they have different masses.
D. The formula weight of the compound is equal to one mole of that
substance

5. 2. How many particles are equal to 1 mole?
A. 6.02 x 1022
particles C. 6.02 x 1024
particles
B. 6.02 x 1023
particles D. 6.02 x 1025
particles
3. 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
4. The following are representative particles of matter. Which among them
represents a covalent bond?
A. Atom C. Molecule
B. Ion D. Particle Unit
___5. How can the knowledge about mole be useful for environmentalists?
A. Mole concept can be used in environmental monitoring.
B. It gives information on the most dangerous pollutant in the atmosphere.
C. It gives a feedback on the kinds of pollutants present in the
atmosphere.
D. Mole concept can be used in qualifying the amount of pollutant particles
released in the atmosphere.
G. EXTEND (Deepen
conceptual
understanding
through use in new
content)
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 B. Mass C. Mole 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 B. Cl2 C. CO2 D. C2H5OH
4. Which of these values represent the number of particles in one mole of a
substance?
A. 6.02x1022
B. 6.02x1023
C. 6.02x1024
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
V. REMARKS
VI. REFLECTION
A.No. of learners who earned
80% in the evaluation
B.No. of learners who require
additional activities for
remediation
C.Did the lesson work? No. of
learners who have caught up w/
the lesson
D.No. of learners who continue
to require remediation
E.Which of my teaching
strategies worked well? Why did
these work?

6. 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:
MENCHIE T. YABA
Master Teacher II