Republic of the Philippines

Department of Education
Region X – Northern Mindanao
Division of Lanao Del Norte
LALA NATIONAL HIGH SCHOOL
Maranding, Lala, Lanao Del Norte

DAILY LESSON LOG

Teacher: SITTIE MARIAM A. BONACHITA Grade Level: 9
Date: JANUARY 3-5, 2023 Learning Area: SCIENCE
Quarter: SECOND

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standard The learners demonstrate understanding of :
1. the unit, mole, that quantitatively measures the number of very small particles of matter.
B. Performance Standard Analyze the percentage composition of different brands of two food products and decide on the products’ appropriate percentage composition.
C. Learning Competencies / MELC Use the mole concept to express mass of substances.
D. LC / MELC Code S9MT-lli-19

II. CONTENT CHRISTMAS CHRISTMAS MOLE CONCEPT AVOGADRO’ NUMBER MOLAR MASS
BREAK BREAK
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pp. 135-143
2. Learner’s Materials pages pp. 145-154
3. Textbook pages
4. Additional Materials (LR) Science 9 - Alternative Delivery Mode – Version 4 (Quarter 2, Week 7 – The Mole Concept)
B. Other Learning Resources The MOLE | Grade 9 Science Quarter 2
https://www.youtube.com/watch?v=XZVT0ElGz4E
IV. PROCEDURES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
A. BEFORE THE LESSON
1. ELICIT Review about hydrocarbons. What is mole concept? Relate mole concept to Avogadro’s
number.

2. ENGAGE Start with a brief discussion about Ask students if they know how chemists Start with a question: "Why do
everyday objects and their quantities. count atoms and molecules. Introduce chemists need a way to measure the
Ask questions like, "How many eggs the idea that Avogadro's Number is a mass of atoms and molecules?"
are in a dozen?" or "How do we count crucial factor in this process. Discuss briefly and introduce the
atoms in a chemical reaction?" Relate concept of molar mass as a way to
this to the need for a unit of measure the mass of one mole of a
measurement in chemistry, introducing substance.
the concept of the mole.

B. LESSON PROPER
3. EXPLORE Present the Avogadro's Number (6.022 Show a visual representation of Present the periodic table and explain
x 10^23) and explain how it is related Avogadro's Number using objects like how to find the atomic mass of an
to the mole. Discuss why a specific beans or marbles. Discuss how element. Discuss the unit of atomic
unit is needed in chemistry to count Avogadro's Number (6.022 x 10^23) mass (atomic mass unit, amu). Show
atoms, molecules, or ions. Use visual relates to the quantity of atoms or examples of finding the molar mass
aids and interactive examples to help molecules in one mole of a substance. of simple compounds and elements.
students grasp the concept.

4. EXPLAIN Go into more detail about the mole Provide a clear definition of Avogadro's Define molar mass as the mass of
concept. Explain the mole as a unit, Number and explain its historical one mole of a substance and explain
similar to a dozen, and how it allows significance. Discuss how it enables its unit (grams per mole). Show how
scientists to count atoms and scientists to connect macroscopic to calculate the molar mass of a
molecules. Discuss molar mass and quantities (grams) to microscopic compound by summing the atomic
how it is calculated. Provide examples quantities (atoms/molecules) in the masses of its individual elements.
of converting between moles and mole concept. Relate Avogadro's Provide examples and guide students
atoms/molecules. Number to the idea of a mole. through the calculations.

C. AFTER THE LESSON

5. ELABORATE Give students a set of problems to Engage students in a hands-on activity. Engage students in a hands-on
solve individually or in small groups. Provide them with a set of chemical activity where they calculate the
Include problems that involve formulas and ask them to calculate the molar mass of different compounds.
converting between moles, atoms, and number of atoms or molecules using Use molecular models or
molecules. Walk around the classroom Avogadro's Number. Walk around the representations to help them visualize
to assist and clarify any questions. classroom to assist and encourage the composition of compounds.
discussions. Encourage discussions within small
groups.
6. EVALUATE TRUE or FALSE. Assess student understanding through
class participation, group discussions, Problem: Calculate the molar mass of
1: The mole is a counting unit used in and the completion of assigned sulfur hexafluoride (SF₆).
chemistry to represent a specific problems. Review homework
quantity of a substance. assignments to gauge individual
mastery of Avogadro's Number and its Solution:
applications.
2: Avogadro's Number (6.022 x 10^23) 1. A. Identify the atomic masses of each
represents the number of entities element in the compound:
(atoms, molecules, ions) in one mole
 Sulfur (S): Atomic mass ≈ 32.06 g/mol
of a substance.
 Fluorine (F): Atomic mass ≈ 18.998
g/mol
3: If you have 3 moles of carbon 2.
atoms, you have more atoms than if 3. B. Determine the number of atoms of
you have 3 moles of oxygen atoms. each element in the compound:
 Sulfur (S): 1 atom
4: Converting between moles and  Fluorine (F): 6 atoms
molecules involves using Avogadro's 4.
Number. C. Calculate the molar mass using
the formula:
Molar Mass=(Number of Sulfur atoms×Atomic ma
ss of Sulfur)+(Number of Fluorine atoms×Atomic
mass of Fluorine)

Molar Mass=(Number of Sulfur atoms×Atomic ma

ss of Sulfur)+(Number of Fluorine atoms×Atomic
mass of Fluorine)

Molar Mass of SF₆=(1×32.06)+(6×18.998)

Molar Mass of SF₆=(1×32.06)+(6×18.998)
Molar Mass of SF₆=32.06+113.988
Molar Mass of SF₆=32.06+113.988
Molar Mass of SF₆=146.048 g/mol
Molar Mass of SF₆=146.048g/mol

7. EXTEND Assign additional problems related to Assign additional problems involving

mole conversions for homework to Avogadro's Number for homework to Assign additional problems involving
reinforce the concept. Include reinforce understanding. Include molar mass calculations for
problems with different substances to problems with different substances to homework to reinforce understanding.
provide a variety of practice. provide variety. Include problems with different
compounds and elements.

V. REMARKS

VI. REFLECTION

A. No. of learners who earned 80% in There are 43 out of 51 learners who got 80% in the summative assessment.
 the evaluation
B. No. of learners who require additional There are 5 learners who need remediation.
activities for remediation who scored
below 80%
C. Did the remedial lessons work? No. Yes. All of them passed after the remediation.
of learners who have caught up with
the lesson
D. No. of learners who continue to None.
require remediation
E. Which of my teaching strategies Problem-Solving Sessions:
worked well? Why did these work? Provide plenty of practice problems to reinforce the concepts. Encourage students to work through problems in groups or individually, and then discuss the solutions
together. This promotes active learning and problem-solving skills.
F. What difficulties did I encounter None.
which my principal or supervisor
can help me solve?
G. What innovation or localized None.
materials did I use/discover which I
wish to share with other teachers?

Prepared by: Noted: Approved:

SITTIE MARIAM A. BONACHITA EDUARDO A. CABABAT PABLO B.NISNISAN, Ed.D

Teacher’s Printed Name & Signature Checker’s Printed Name & Signature Secondary School Principal IV