Teacher EMILY S.

DELA CRUZ Grade Level 9

Teaching Dates Learning Area SCIENCE
Daily Lesson Log Teaching Time 7:30-8:30/10:00-11:00/11:00- Quarter 2nd
12:00 AM/2:00-3:00 PM
Session 1
I. Learning Targets/
Specific Objectives
The learners demonstrate understanding of
A. Content Standards
 the unit, mole, that quantitatively measures the number of very small particles
of matter
The learners should be able to
B. Performance Standards  analyze the percentage composition of different brands of two food products
and decide on the products’ appropriate percentage composition
The learners…
C. Learning Competencies/
Objectives (L.C. Code)
 Use the mole concept to express mass of substances
S9MT-IIi19
At the end of the lesson, the learners are expected to:
 Measure the mass of an objects
Specific (Daily) Objective/s  Record the mass with the correct number of significant figures
 Relate the mass of the object to the number of pieces per item.

II. Learning Content THE MOLE CONCEPTS

IIILearning Resources
A. References
Pages 117-119
1. Teacher's Guide Pages
2. Learner's Materials Pages 145-149
3. Textbook Pp.
4. Additional Materials from
LR portal
B. Other Learning Resources
IV. PROCEDURE Teacher’s Activity

Prayer
Greetings
Preliminary
Checking of the classroom environments.
Checking of Attendance

A. Reviewing Elicit: In the previous module, you have learned the different kinds of hydrocarbons
(The activities in
previous this section will and their uses. Look at the structural diagram of hydrocarbons below and
lesson or evoke or draw out

presenting
prior concepts or answer the following questions.
prior experiences
the new from the
students)
lesson

Guide Questions:
1. Which of these sets of hydrocarbons is alkane?
2. Which of these are alkene and alkynes?
3. How will you describe the bond between b and c?
 4. What elements are mostly present in all the three given compounds?
English/Mathematics
The Teacher will show the pictures and ask the students the equivalence of
the following counting units:
A pair of shoes The phrase “pair of shoes”
typically refers to 2 individual
shoes that are made to be worn
together, with 1 shoe for each
foot.
A dozen of eggs It is "a dozen" eggs because "a
dozen"= 12

A case of coke A typical case of Coke contains 24

cans/bottles.

B.
Establishing a
purpose for
the lesson A ream of paper It doesn't matter which type of
Engage:
(The activities in
ream we are taking:
this section will
stimulate their
 1 (long) ream = 20 (long)
thinking and help
them access and
quires = 500 sheets
connect prior
knowledge as a
 1 short ream = 20 (short)
jumpstart to the
present lesson.)
quires = 480 sheets

1. Suppose you and your brother need to buy a pair of shoes for your
MAPEH class, how many pieces of shoes will you get?
2. Your class will be having a Christmas party. You are 48 students in
your class. How many dozens of donut will you need to buy so that
everyone will have a donut?

Ask the following questions:

 What is the advantage of using these units in counting too many
objects compared to counting them one by one?
 What are the other ways to make counting too many objects easier
and faster?
Mang Juan is constructing his bahay-kubo and he needs to buy a lot of iron
nails.
C. Presenting  How are iron nails bought from hardware store, by number or by mass?
examples/
 Why are they usually sold by mass?
instances
of the new  What instrument is used for getting the mass of the object like iron
lesson nails?
 Is it possible to determine the exact number of iron nails he bought for
his bahay-kubo using weighing scale? How?
D. Discussing Explore:
(In this section,
new students will be Int
concepts & given time to
think, plan,
practicing investigate, and
new skills organize collected
information; or
#1 the performance
of the
planned/prepared
activities from the
students’ manual
with data
gathering with
Guide Questions)
roduce to the class what is mole concept and Avogadro’s number.

b
 The mole concept is a way of measuring the amount of a substance that
contains a very large number of particles. A mole is defined as the amount of a
substance that contains exactly 6.022 × 10²³ elementary entities, such as
atoms, molecules, or ions. This number is called Avogadro's number or
Avogadro's constant, and it is denoted by N A. The mole concept can be used
to convert between mass and number of particles.
 In Chemistry, mole (mol) is simply defined as the quantity of a substance which
contains the same number of particles. Look at the illustration below to
understand how the mole expresses quantity and unit based on number.
 One mole is the amount of substance that contains as many particles as there
are present in 12 grams of Carbon-12 atom. The actual number of atoms in 12
g of Carbon-12 isotope is equal to 6.02x1023 particles called Avogadro’s
number, in honor of the Italian scientist Amadeo Avogadro.
 1 mole 12C = 12.00g 12C = 6.02 x 1023 12C atoms

𝑀𝑜𝑙𝑒 = 𝑀𝑎𝑠𝑠 (𝑖𝑛 𝑔)/ 𝐹𝑜𝑟𝑚𝑢𝑙𝑎 𝑜𝑟 𝑚𝑜𝑙𝑒𝑐𝑢𝑙𝑎𝑟 𝑚𝑎𝑠𝑠

 Operationally, the number of moles is determined using the formula.


EXAMPLE:
1 mole of table salt (NaCl) 1 mole of Gold (Au)
= 6.02 x 1023 NaCl ion pair = 6.02 x 1023 Au atoms
1 mole of sugar (C12H22 O11) 1 mole of water (H2O)
= 6.02 x 1023 sugar (C12H22 O11) =6.02 x 1023 H2O molecules

 The teacher will present and discuss some sample problem.

Let us calculate the number of moles of oxygen (O2) in 24.0 g of O2. From the
definition of a mole, we know that 1 mole of O2 = 32.0 g.

SOLUTION:

• The teacher will play a video clip about mole and Avogadro’s number.

Perform activity #1.

“Counting by getting the Mass of an object”
 Before the students work in group orient them the proper decorum during the activity and since this is the
first time they use the triple beam balance the teacher should demonstrate first on how it works.
To use a triple beam balance, you need to:
1. Place the triple beam balance on a flat surface.
2. Adjust the level of the balance by turning the leveling screws until the bubble
is at the center of the indicator.
3. Zero the balance by adjusting the riders on each beam until the pointer lines
up with the zero mark.
4. Place the object that you intend to weigh on the platform.
5. Adjust the weights on the 3 beams until the beam pointer is aligned with the
zero mark again.
6. Start with the largest weight and work towards the smallest

E. Discussing Let the students discuss their work. Every group will present their output to
new the class and the teacher will evaluate their output.
concepts &
practicing
new skills
#2

Explain: Discussion on the results of the activity.

(In this section,
students will be
involved in an
analysis of their Ask the following questions:
exploration. Their
understanding is  What counting unit is used by chemist in counting tiny particles such as
clarified and
F. Developing modified because atoms and molecules and its equivalent number.
of reflective
mastery activities)/Analysis  Emphasize that
of the gathered
data and results “Scientist are able to count very small particles by means of a platform balance and the
and be able to
answer the Guide
periodic table. Listed on the periodic table the mass of 1 mole of an element.”
Questions leading
to the focus
 Why the equivalent number is called Avogadro’s number?
concept or topic
for the day.)
G. Finding Elaborate:
(This section will
practical give students the The mole concept is practically relevant in everyday life because it allows us to:
application opportunity to

s of
expand and  Count atoms and molecules by weighing macroscopic amounts of
solidify/concretize
concepts their material.
understanding of
and skills in the concept  Establish a standard for determining the stoichiometry of reactions.
  Explain the properties of gases.
daily living  Provide a universally accepted standard for mass.
 In what ways in your daily life can you apply this procedure?

and/or apply it to
a real-world
Help Sally arrange her ideas
H. Making situation) the concept of mole. Which of
generalizati
ons and
these ideas about mole is
abstraction incorrect? Why?

Evaluation (Paper and Pen Test) 5 minutes

: Write your answer in ½ crosswise. Choose the letter of the best answer. Write your
(This section will answers on a separate sheet of paper.
provide
opportunities for 1.Which of these is the quantity of a substance containing the same number of particles?
concept check test A. Density C. Mole B. Mass D. Volume
items and answer
key which are 2.Which statement is TRUE about the different substance having the same number of
aligned to the moles?
learning objectives
– content and A. They have equal masses.
performance
standards and
B. They have equal numbers of particles.
address C. They have equal volumes per unit mass.
misconceptions- if
any) D. They have the same amounts of energy
3 Which molecule has the largest mass per molecule?
A. H2 C. CO2 B. Cl2 D. C2H5OH
I. Evaluating 4 Which of these values represent the number of particles in one mole of a substance? A.
Learning 6.02x1022 C. 6.02x1024 B. 6.02x1023 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
6 Which of these sets of units is used to represents molecular mass? A. g C. Kg
B. g/mol D. mg
7 Which of these values is the correct molar mass for Sodium chloride (NaCl)? A. 58.5
g/mol C. 38.1 g/mol B. 45.2 g/mol D. 11.3 g/mol
8 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
J. Additional Extend:
(This section gives
activities situation that
for explains the topic
in a new context,
application or integrate it to
and another

remediatio
discipline/societal
concern)
Performance Task
n
Directions: Solve the given problems below. Write you solution and answer on the box
below.

How many sunflower seeds are equal to 3.50 moles of sunflower seeds?

How many strawberries are equal to 7.50 moles of strawberries?

How many moles of rice grains are equal to 1.807x1024 grains of rice?

That’s all for today class. Submit your outputs on Monday. Should you have any
 questions regarding the Performance Task, feel free to message me.

Goodbye Class.

V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% on
the formative assessment
B. No. of learners who require
additional activities for remediation
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?

Prepared by:
EMILY S. DELA CRUZ
Teacher I

Checked by:
STAR L. CABAYAO
Head Teacher II

Noted by:
RODEL M. BAHIA PhD,hc.
Principal IV