2nd QTR MOD. 1 DLL.pdf

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
A. Content Standard The learners demonstrate understanding of the development of atomic models that led to the description of the behavior of electrons within
the atoms.
B. Performance Standard  Describe how Bohr’s model of the atom improved Rutherford’s atomic model
 Explain how Quantum Mechanical Model of the atom describes the energies and positions of the electrons.
C. Learning
Competency/Objectives
S9MT-IIa-13
 Determine the
characteristic colors
that metal salts emit
 Relate colors emitted
by salts to the
structure of the atom
 Describe how it is
likely to find the
electron in an
atom by
probability
 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
II. CONTENT FLAME TEST PREDICTING THE
PROBABLE LOCATION
OF AN ELECTRON
ELECTRON
CONFIGURATION
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pp. 83-85 pp. 85-88 pp. 88-89
2. Learner’s Materials pages pp. 100-104 pp. 104-108 pp. 108-109
3. Textbook pages
4. Additional Materials from
Learning Resource
Project Ease, Chemistry Project Ease, Chemistry Project Ease, Chemistry
DAILY LESSON LOG
School Grade Level 9
Teacher Learning Area SCIENCE
Teaching Dates and
Time
Quarter SECOND QUARTER

5. (LR)portal Module 10 What’s inside
the Atom?
Module 10 What’s inside
the Atom?
Module 11 Electron
Configuration
B. Other Learning Resource https://www.youtube.com/
watch?v=bmZ2bpJKXUI
https://www.youtube.com
/watch?v=cKzh5yeQGjA
https://www.youtube.com/
watch?v=lqWL0WMtlYk
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new lesson
Discuss earlier concepts
of the atomic structure.
Draw an atom as
describe by Niels Bohr.
Draw an atom as
describe in Quantum
Mechanical Model
B. Establishing a purpose for
the lesson
Let the students watch a
video about fireworks
competition.
Explain the fault in
Bohr’s Model of the Atom
Compare clues in a
treasure map with
electron configuration.
C. Presenting
examples/Instances of the
new lesson
Explain the reason of the
different colors from
fireworks.
Do Activity 2. Write the electron
configuration of a
hypothetical element x
with atomic no. 30
D. Discussing new concepts
and practicing new skills # 1
Give important reminders
when dealing with
chemicals.
Discuss Guide
questions.
Do Activity 3
E. Discussing new concepts
Do Activity 1. “The Flame
Test”.
Prove that electrons
found in definite orbits
around the nucleus is not
accurate.
Introduce the Quantum
Mechanical Model of the
Atom.
Discuss Guide questions.
F. Developing mastery Discuss Guide questions.
Explain what happens to
an excited electron.
Discuss the quantum no.
As shown in table 2
p.107
Discuss Aufbau principle,
Hund’s rule and Pauli’s
Exclusion principle.
G. Finding practical application
of concepts and skills in
daily living
Explain that the color
emitted by an element can
be used to identify the
name of the element.
H. Making generalizations and
abstractions about the
lesson
Relate the color observed
from an element and the
structure of atom.
Infer that properties of
elements depends on the
arrangement of electrons
outside the nucleus.

I. Evaluating learning How can the energy of the
electron be compared to a
ladder?
How quantum
mechanical model of the
atom be compared to a
cloud?
Write electron
configuration of elements
in the 4th
period.
J. Additional activities for
application or remediation
Watch videos about
quantum mechanical
model.
Watch videos about
electron configuration.
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?

DAILY LESSON LOG
Teaching Dates and
Time

VII. OBJECTIVES
A. Content Standard The learners demonstrate understanding of
 How atoms combine with other atoms by transferring or by sharing electrons
 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 their properties such as melting point, hardness, polarity and
electrical and thermal conductivity
 Explain how ions are formed
C. Learning
S9MT-IIb-14 S9MT-IIc-d-15 S9MT-IIe-f-16
 Identify the
number of
valence electrons
of atoms
 Compare the
electronegativity
and ionization
energy values of
metals and non-
metals
 Write the Lewis
Symbol of the
common metals
and non-metals
 Show the
relationship
among the
number of valence
electrons,
electronegativity,
and ionization
energy
 Illustrate
how an ionic bond
formed
 Show how
ions are formed
 Explain
how covalent
bonding takes
place
 Illustrate
the sharing of
electrons
 Make a
model of a metallic
bond
 Relate the
properties of metals
to the kind of bond
they are made of
VIII. CONTENT MAPPING THE
PERIODIC TABLE
LEWIS SYMBOL IONIC BOND COVALENT BOND METALLIC BOND
IX. LEARNING RESOURCES
C. References
6. Teacher’s Guide pages pp. 90-92 pp. 92 pp. 93 pp. 93-96 pp. 96-97
7. Learner’s Materials pages pp. 113-115 pp. 115-117 pp. 118-119 pp. 118-119 pp. 121-123
8. Textbook pages
Learning Resource
10. (LR)portal
Project Ease, Chemistry
Module 14 Chemical
Bonds
Module 14 Chemical
Bonds
Module 14 Chemical
Bonds
Module 14 Chemical
Bonds
Module 14 Chemical
Bonds
D. Other Learning Resource https://www.youtube.com
/watch?v=Sk7W2VgbhO
g
watch?v=DEdRcfyYnSQ
/watch?v=LkAykOv1foc
watch?v=eVv3TpaQ2-A
X. PROCEDURES

K. Reviewing previous lesson
or presenting the new lesson
Review the Bohr model of
the atom and point out
where the valence
electrons are.
What are valence
electrons?
Which type of element
tends to loose electron/s?
Gain electron/s?
How ionic bond takes
place?
What type of bond will be
formed from a metal and
non-metal?
formed from two non-
metals?
L. Establishing a purpose for
the lesson
Show a periodic table.Ask
the students, how are the
elements arranged in the
periodic table?.
Operationally define
electronegativity and
ionization energy.
Discuss Lewis structure.
Ask students, if you have
two sandwiches and you
see your classmate don’t
have anything to eat,
what would you do?
Watch video about
covalent bond
formed by two metals?
M. Presenting
new lesson
Ask the students,Why
atoms bond with other
atoms?
Show how to write the
Lewis Structure of an
element.
Get the difference of the
electronegativities of
sodium and chlorine
and show the transfer of
electrons .
Get the electronegativity
difference between
Carbon and Oxygen.
Explain how metallic bond
happens.
N. Discussing new concepts
Do Activity 1 Do Activity 2 Do Activity 3 Show how to construct
the Lewis structure of
CO2 .
Do Activity 5
Fill in tables 3 and 4
O. Discussing new concepts
Discuss Guide questions. Discuss Guide
questions.
Discuss Guide questions. Do Activity 4 Discuss Guide questions.
P. Developing mastery Where are the metals and
non-metals in the periodic
table?
Discuss the Octet Rule. What should be the
difference in the
electronegativity of two
elements for it to become
ionic?
When do covalent bond
takes place?
What are some properties
of metals?
What are some common
uses of metals?
Q. Finding practical application
daily living
Show a picture of sodium-
a very reactive metal, and
chlorine -a very poisonous
gas. Point out that when
these elements bond, salt
will be formed.
Elements wants to
become stable by having
8 valence electrons.
Ask students, do you
have your own goal?
Relate the saying, Its
better to give than to
receive to the topic.
Ask students, if you have
a book and your
seatmate don’t have,
what would you do?
Why do we use gold in
making jewelry?
Why do we use iron in
making grills?
R. Making generalizations and
lesson
What type of elements
has low ionization energy?
High electronegativity?
How do electronegativity
and ionization energy
plays an important role in
chemical bonding?
What element forms
cation? Anion? Differentiate polar from
non-polar covalent bond
Metals are malleable,
lustrous, ductile, and are
good conductor of heat
and electricity.

What happens after a
cation and anion are
produced?
S. Evaluating learning Short quiz Short quiz Short quiz Make a HUGOT line
about covalent bond.
Fill in table 5
T. Additional activities for
Watch video about Lewis
structure
Watch video about ionic
bonding
Watch video about metallic
bond
XI. REMARKS
XII. REFLECTION
H. No. of learners who earned
I. No. of learners who require
below 80%
J. Did the remedial lessons
lesson
K. No. of learners who continue
L. Which of my teaching
did these work?
M. What difficulties did I
encounter which my
help me solve?
N. What innovation or localized
other teachers?

I. OBJECTIVES
A. Content Standard The learners demonstrate understanding of
 How atoms combine with other atoms by transferring or by sharing electrons
 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 their properties such as melting point, hardness, polarity and
electrical and thermal conductivity
 Explain how ions are formed
C. Learning
S9MT-IIe-f-16
 Recognize ionic
and covalent
compound based
on their physical
properties
II. CONTENT
A. References
1. Teacher’s Guide pages pp. 98-102
2. Learner’s Materials pages pp. 123-124
3. Textbook pages
Learning Resource
5. (LR)portal
Module 14 Chemical
Bonds
watch?v=SMBA7E6ZZjg
IV. PROCEDURES
GRADE 1 to 12
DAILY LESSON LOG
Teaching Dates and
Time

A. Reviewing previous lesson or
presenting the new lesson
Differentiate 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 how they were
formed?
C. Presenting examples/Instances
of the new lesson
Show how construct the
improvised conductivity
apparatus .
D. Discussing new concepts and
practicing new skills # 1
Do Activity 6
E. Discussing new concepts and
Discuss findings through
group reporting.
F. Developing mastery Watch video about the
difference of ionic and
covalent compounds
G. Finding practical application of
concepts and skills in daily
living
Explain why it is
dangerous to walk in
floodwater after a
typhoon.
abstractions about the lesson
How can we distinguish
ionic compounds from
covalent compounds base
on physical properties?
I. Evaluating learning Summative Test
XIII. REMARKS
XIV. REFLECTION

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
did these work?
F. What difficulties did I encounter
which my principal or
supervisor can help me solve?
which I wish to share with other
teachers?

MONDAY TUESDAY WEDNESDAY THURDAY FRIDAY
I. OBJECTIVES
A. Content Standard The learners demonstrate an understanding of forces that hold metals together
B. Performance Standard The learners shall be able to analyze the percentage composition of different brands of two food products and decide on the products’ appropriate
percentage composition create.
C. Learning Competency
/Objectives
Write the LC code for each.
S9MT-IIc-d15
1. Explain properties of
metals in terms of
their structure.
S9MT-IIe-f16
1. Explain how ions are
formed.
II. CONTENT
Metallic Bond and the
Properties of Metals
Formation of Ions
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
pp. 96- 97 p.93
2. Learner’s Materials
pages
pp. 121- 122 pp. 116- 119
3. Textbook pages
GRADE 1 to 12
DAILY LESSON LOG
Teacher Learning
Area
SCIENCE 9
Teaching Dates and
Time
Quarter SECOND

4. Additional Materials
from Learning
Resource (LR)portal
B. Other Learning Resource
IV. PROCEDURES
or presenting the new
lesson
Let the students classify
some compounds as either
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.
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.
the lesson
Post a question on the board
that says “If metals can bond
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?”
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.
C. Presenting
new lesson
Show the students some
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)
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.
and practicing new skills #
1
Divide the class into small
groups and ask them to
Ask the students to form 6
small groups for the activity.
The students will identify the

perform Activity # 5 Bonding
Among Metals.
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.
and practicing new skills #
2
The students will report their
findings on the said activity in
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.
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

bring their materials in class
on the assigned date.)
F. Developing mastery
(leads to Formative
Assessment 3)
Go back with the pictures you
have presented as examples
for the characteristics of
metals, ask the students to
explain the pictures based on
the concept of metallic
bonding and the “sea of
electrons”.
Students will be sharing their
research in the class and
they are expected to discuss
how they find ions useful.
G. Finding practical
application of concepts
and skills in daily living
Ask the students to suggest
some ways on how they can
use the lesson in their daily
living.
( Motivate them by giving
additional points for those
who can answer correctly)
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.
H. Making generalizations
and abstractions about the
lesson
Call for at least three
volunteers that may sum up
the lesson.
The teacher can prepare
incomplete statements that
will be completed by the
students to guide them what
to generalize.
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.
Use an exit paper for the
evaluation. Ask the students
to write what they have
learned about ions.
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%
lesson
D. No. of learners who
continue to require
remediation
strategies worked well?
Why did these work?
encounter which my
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?

DAILY LESSON LOG
Teaching Date and Time Quarter FOURTH
I. OBJECTIVES The learner demonstrate understanding of the type of bonds that carbon forms that result in the diversity of carbon compounds.
A. Content Standard
B. Performance Standard
C. Learning
Write the LC code for each.
S9MT-IIh-18
 Recognize the general
classes and uses of
organic compound.
 Differentiate organic
compound by inorganic
compound.
 Recognize the
general classes and
uses of organic
compound.
 Show oil and gas
formation.
 Discuss the major
classes of organic
compounds.
classes and uses of
organic compound.
 Explain how carbon is
used or applied in
everyday life.
 Recognize the
general classes and
uses of organic
compound.
 Perform guided
experiments in
determining the
properties of common
organic compounds
classes and uses of
organic compound.
 Perform guided
experiments in
determining the
properties of common
organic compounds.
II. CONTENT The variety of carbon compound
(Organic Compounds)
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages pp.105-106 pp.105-106 pp.107-108 pp.107-108
2. Learner’s Materials
pages
pp.127,129 pp.131-132,142-143 pp.131-132 pp.132-135 pp.132-135
3. Textbook pages
Learning Resource
(LR)portal

B. Other Learning Resource http://www.srv34.youtubein
mp4.com/download.php?r=c
6p2q5CgGi2RUk7Dsa6IckD
P
https://www.youtube.com/wa
t tch?v=0WAV47hsCpY
/watch?v=8YHsxXEVB1
M
/watch?v=q7pTbt_-KPY
http://2012books.lardbuck
et.org./books/principles-
of-general chemistry-
v1.0/s28-01-functional-
groups-and-classes-html
http://2012books.lardbuck
et.org/books/principles-of-
general-chemistry-
v1.0/s28-01-functional-
groups-and-classes-.html
1.
IV. PROCEDURES
or presenting the new
lesson
Recall carbon atoms Review organic
compounds
How oil and gas formed? What are the important
uses of carbon
compound?
Describe the physical
properties of matter.
the lesson
Begin the lesson by
writing “organic”,
inorganic”, and
“compound” on the board.
Ask the students to create a
concept map. Branching off
the sides will be the
students understanding of
the word.
Start the lesson by
giving short motivating
activity.
Ask two volunteers to
go in front and match
the following to its
appropriate object.
(see attachment # 2)
Ask students if they had
an idea of where is
gasoline come from?
Introduce the lesson by
asking the students to
explain how carbon is
used or applied in their
everyday life?
Ask one representative/
volunteer from the class
to be blind folded.( Use
actual lubricating oil,
ethyl alcohol, and
gasoline ) and guess the
object using his sense of
smelling and touching.
Ask the students if they
finished answering their
experiment which was
done yesterday.
If not provide at least
10-15 minutes to
answer the questions
in the activity.
C. Presenting
new lesson.
Show pictures of organic
and inorganic compound.
On the board let the
students classify them
according to its proper
Let the students watch
a
video clips about Oil and
Gas Formation.
Do activity # 1 Organic
Compounds: Are They
Useful ( See Attachment #
5 )
Let the student describe
the appearance/
properties of each
object.

group. (see attachment
#1)
Let them identify each
household products and its
important uses
Show a video clips about
organic and inorganic
compounds..
Lead the students to
discover that gasoline is
only one of the sample
products of the major
classes of organic
compounds.
Presentation of the result
of the activity
Before letting the
students do the
experiments, discuss
first the safety
precautions that the
students should take on
the conduct of the
experiments.
Perform activity #2
Properties of Common
Organic Compounds
Let them go to their proper
groupings for the final
analysis and exchanging
of ideas.
Based from the video
presented, ask the students
to differentiate organic
compounds from inorganic
compounds.
Provide a photo copy of
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.
Checking and discussion
of the activity results
Students were instructed
to observe and take
down notes while
conducting an
experiments.
Presentation of the result
of the activity per group.

F. Developing mastery
(leads to Formative
Assessment 3)
How is carbon compound
differ from inorganic
compounds?
What are the important
uses of organic
compounds?
What are the important
uses of hydrocarbons?
The students will answer
guide questions. (see
attachment #6)
Checking of the result of
the activity.
Discuss the properties of
common organic
compounds.
daily living
Why is it important to have
fat in your diet?
Why do some motorists
prepared to use
unleaded gasoline than
any type of gasoline?
Why do some motorists
prepared to use unleaded
gasoline than any type of
gasoline?
Why are some label
products of some
household materials has
remarkable word of
“always keep at room
temperature”?
Why are some label
products of some
household materials has
remarkable word of
“always keep at room
temperature”?
lesson
Why carbon so special
compared to other
elements?
Can you describe major
classes of organic
compounds?
What are carbon
compounds?
What are the common
properties of organic
compounds?
What are the common
properties of organic
compounds?
I. Evaluating learning Short Quiz
(See Attachment)
See Rubrics See Rubrics See Rubrics
Construct the structure of
hydrocarbons assigned
using marshmallows, raisins
and toothpicks. The
marshmallows will be the
hydrogen atoms, raisins
should be the carbon
atoms, and toothpicks will
be the bond.
Enumerate other
examples of organic
compounds that you
usually used in your
everyday living.
IV. REMARKS
V. REFLECTION

below 80%
lesson
D. No. of learners who
continue to require
remediation
did these work?
encounter which my
help me solve?
other teachers?

I. 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
S9MT-Iii-19
• Assess students’ prior
knowledge about mole
concept and
percentage
composition of
compounds.
• 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.
• Measure the mass of a
given number of
objects.
• Record the mass with
the correct number of
significant figures.
Calculate the mass of
one mole of a substance
using the periodic table
of elements.
Describe the
relationships among the
number of moles, mass,
and number of particles.
Apply the mole concept in
completing a given set of
data.
II. CONTENT Mole Concept Molar Mass Inter-conversions Among Mass, Moles and
Number of Particles
A. References
1. Teacher’s Guide pages 117-119 120-121 121-123 125-129 125-129
2. Learner’s Materials pages 145-149 149-150 151-152 152-153 152-153
3. Textbook pages
Learning Resource
(LR)portal
DAILY LESSON LOG
Teaching Dates and
Time

watch?v=g_BelGwRxG8&spf
reload=5
IV. PROCEDURES
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.
• 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 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 the Molar
Mass Relay. (See
attachment #2 for the
mechanics.)
Recall on how to count
particles of substances
from given masses.
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.
• 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 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
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)

• How can you calculate
the mass of 1 mole of
water molecules?
• The first who will
answer correctly will
be given a prize.
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)
Let them show their
solution.
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
Mang Juan is constructing
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?
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.
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
1023
molecules or 1 mole
of table sugar.
Ask how they convert a
given mass to moles
then to number of
particles.
Ask how they convert a
given number of moles into
mass in grams.
Perform Activity1:
“Counting by Getting the
Mass of an Object”
(Demonstrate the proper
use of the platform
balance first.)
Perform Activity 2:
“Total Count Vs. Mass”
Perform Activity 3:
“The Mass of One Mole
of a Substance”
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.
Answer the guide
questions.
Answer the guide
questions.
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.
• Discussion on the
• Present table 3 on
page 150 of the LM.
• Ask what tool
provides information
on the mass of one
mole of an element.
(Ans. : the periodic
table of elements)
• Discuss how to derive
the molar mass of
different substances
using the periodic table.
• Ask what
mathematical
operation is used to
convert a given mass
into no. of moles.
(division)
• Ask what
mathematical
convert no. of moles
to particles.
(multiplication)
• Discussion on the results
of the activity.
• Ask what mathematical
convert a given no. of
atoms into moles.
(division)
• Ask what mathematical
convert a given moles
into mass.
(multiplication)
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 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.

Ask why hydrogen and
methane gas is not used
in party balloons. (They
are both flammable, He is
an inert gas).
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)
• Ask them to describe
molar mass.
• Ask if moles of different
substances have the
same mass.
Ask how to determine the
mass of one mole an
element and a compound
Ask how to determine
the no. of moles and
particles from a given
mass of substance.
Ask how to determine the
no. of moles and particles
from a given mass of
substance and vice versa.
I. Evaluating learning Solve the problems on
page 149 of the LM.
Give a short quiz. (See
attachment #1)
Present table 5 in the LM
on page 152 and give it
as a quiz.
Watch the video “ One
Mole and Avogadro’s
Number” from
watch?v=g_BelGwRxG8&spf
reload=5
V. REMARKS
VI. REFLECTION
80%
work? No. of learners who have

strategies worked well? Why did
these work?
encounter which my principal or
teachers?

I. 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
S9MT-Iii-19 S9MT-IIj-20
Covert given mass into
moles and number of
particles and vice
versa.
Prepare a concept map
on the Mole Concept.
Calculate the
percentage composition
by mass of compounds
given their chemical
formula.
• .Apply the concept of
percentage
composition in
choosing grocery
items.
• Realize that the
amount of substances
intake can be
monitored with the use
of percentage
composition.
• Recall past lessons.
• Answer test items
correctly and
honestly.
II. CONTENT Inter-conversions
Among Mass, Moles
and Number of
Particles
Mole Concept Percentage Composition of a Compound Summative Assessment
A. References
1. Teacher’s Guide pages pp.126-129 p. 130 pp. 130-132 p. 133
2. Learner’s Materials pages p.154 p. 155 pp. 155-157 p. 159
3. Textbook pages
DAILY LESSON LOG
Teaching Dates and
Time

Learning Resource
(LR)portal
B. Other Learning Resource https://www.youtube.com
/watch?v=wqZSxErQ7Ck
watch?v=ZAxl502Yl9g
IV. PROCEDURES
How do you convert a
given mass of a
substance into number of
moles and number of
particles?
Recall on how to
determine the no. of
moles and particles from
a given mass of
substance and vice
versa.
Recall on how to solve for
molar mass of a
compound.
Recall on how to solve
for the percentage
composition of
compounds
lesson
As a group, they will
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.).
Let them watch the video
“What is a Mole?” from
/watch?v=wqZSxErQ7Ck
• Ask the total number of
students in the class
and how many are
males and females. Ask
the percentage of male
and female in the class.
• Ask on the percentage
by mass of hydrogen
in one mole of water,
given that in 18g of
water there is 2 g of
hydrogen.
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?”
C. Presenting
examples/Instances of the new
lesson
Let them explain their
concept map.
Based on the previous
activities, ask how they
will organize their
knowledge on the
concept of mole.
• Show the video “How
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.
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.

• Give more examples
on calculating the
percentage
composition of
compounds.
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.
Perform Activity 7:
“It’s Grocery Time!”
Answer the guide
questions.
F. Developing mastery Discussion on the results
of the activity
Discussion on the results
of the activity 6.
Discussion on the results
of the activity.
Discussion on the result
of the activity.
Have students recite
their answers to the
guide questions.
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
Follow up their search
about the scientists
involved in the
development of mole
concept. Have a
discussion regarding this
matter.
The roots of the plants
absorb the nutrients from
the soil. Potassium is the
mineral responsible for a
healthy root system. If
you were a farmer, which
of the following fertilizers
are you going to use?
K2SO4, KCl, K2O, or
K2CO3?
• 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.
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.
Ask how to do
conversions of mass to
mole and to number of
particles and vice versa.
Ask the importance of
using the mole concept
and molar mass of a
compound in expressing
amount of substance.
Ask how to solve for the
of a compound.
Ask why knowledge on
of substances is
important.
I. Evaluating learning
V. REMARKS
VI. REFLECTION

80%
work? No. of learners who have
strategies worked well? Why did
these work?
encounter which my principal or
teachers?

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