CALUBCOB 1

Grade
School NATIONAL HIGH 9
Level
SCHOOL

READING
INTERVENTION/
Teacher JANICE B. MARAMOT Approach
CONSOLIDATION/
ENHANCEMENT
CATCH UP
FRIDAY NOVEMBER 22, 2024
7:30 – 8:15 G9 – GALILEI
Daily Lesson Log 8:15 – 9:00 G9 –
Teaching EINSTEIN
Date and 10:15 – 11:00 G9 – Quarter SECOND
Time DARWIN
11:00 – 11:45 G9 – CURIE
1:00 – 1:45 G9 –
NEWTON

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content Standards The learners demonstrate an understanding of the unit mole that
quantitatively measures the number of very small particles of matter.

B. Performance Standards The learners should be able to analyze the percentage composition of
different brands of two food products and decide on the products’
appropriate percentage composition.

C. Learning Competencies The learners should be able to use the mole concept to express the mass of
substances. S9MT-IIi-19

D. Learning Objectives At the end of the session, learners will be able to:
LO 1. Calculate the molar mass of a given substance;
LO 2. Perform conversions of units from mass to moles of a substance
and vice versa integrating the reading skills, (vocabulary
development and comprehension); and
LO 3. Apply mental health education and helping someone to convert
their negative suicidal thoughts to positive ones.

II. CONTENT

Subject Matter Molar Mass

Area for Integration  Reading

 Health Education

Theme Reading: ---

Mental Health: Helping a friend who is thinking of suicide

Key Concept for Integration Reading:

Reading skills
(1) Vocabulary development, and (2) Comprehension
Mental Health:
Converting units from moles to mass and vice versa is possible if you
know the conversion factors and follow several steps. In the same way for
people who are suffering from mental health problems, converting their
negative thoughts and suicidal feelings into something positive is also
possible if they are surrounded by a strong support system that can guide
and encourage them to overcome depression, anxiety, and other mental
health challenges.

III. LEARNING RESOURCES

 A. References Alvarez, Liza A., Dave G. Angeles, Herman L. Apurada, Ma. Pilar P.
Carmona, Oliver A. Lahorra, Judith F. Marcaida, Ma. Regaele A.
Olarte et al.. Science 9 Learner’s Module. Department of
Education.2014

B. Other Learning “4.2: Molar Mass”. n.d.. “4.2: Molar Mass”. Accessed July 18, 2024.
Resources https://chem.libretexts.org/Bookshelves/Introductory_Chemistry/B
ook%3A_Introductory_Chemistry_Online_(Young)/
04%3A_The_Mole_and_Measurement_in_Chemistry/
4.2%3A_Molar_Mass.

“5.4: Molar Mass- Mole-to-mass and Mass-to-mole Conversions”. 2024.

“5.4: Molar Mass- Mole-to-mass and Mass-to-mole Conversions”.
July 18, 2024.
https://chem.libretexts.org/Bookshelves/Introductory_Chemistry/C
hemistry_for_Changing_Times_(Hill_and_McCreary)/
05%3A_Chemical_Accounting/5.04%3A_Molar_Mass-_Mole-to-
Mass_and_Mass-to-Mole_Conversions.

IV. TEACHING AND LEARNING PROCEDURES

Before/Pre-Lesson Proper

PRIMING ACTIVITY 1: BRING ME!

Directions: Please bring the things I will tell you to bring in front. The first
learner who can bring it will receive a prize.

1. a pair of black shoes

2. a pair of earrings
3. a dozen of your selfies
4. a ream of bond paper

PRIMING ACTIVITY 2: COMPLETE ME!

Activating Prior Knowledge Directions: Complete the table my sufficient data.
Table 1: Some units based on number
Items Name of Unit Number of Items

shoes, socks, earrings pair _______

roses, eggs, t-shirts dozen _______

sheets of bond paper ream _______

atoms, molecules,
ions, formula units _______ _______

QUESTIONS
Directions: Answer the following questions.
1. Do different substances having the same number of particles have the
same masses?
No, different substances having the same number of particles do
not have the same masses.
2. Do different substances having the same masses have the same number
of particles?
No, different substances having the same masses do not have the
same number of particles.

For Intervention Class

PRIMING ACTIVITY 3: SPELLING BEE!

Directions: Write the correct spelling of the words I will dictate.
1. Mass
 Lesson Language Practice 2. Atomic mass
3. Molar mass
4. Formula
5. Weight

For Enhancement and Consolidation Class

PRIMING ACTIVITY: DEFINE ME!
Directions: Give at least three meanings of the following words.

Possible answer:

During/Lesson Proper

Chemists work simultaneously on the level of individual atoms, and on the

level of samples large enough to work with in the laboratory. In order to go
back and forth between these two scales, they often need to know how
many atoms or molecules there are in the sample they’re working with.
The concept that allows us to bridge these two scales is molar mass. Molar
mass is defined as the mass in grams of one mole of a substance. The
units of molar mass are grams per mole, abbreviated as g/mol.
Reading the Key Idea/Stem The mass of a single isotope of any given element (the isotopic atomic
mass) is a value relating the mass of that isotope to the mass of the
isotopecarbon-12; a carbon atom with six proton and six neutrons in its’
nucleus, surrounded by six electrons. The atomic mass of an element is the
relative average of all of the naturally occurring isotopes of that element
and atomic mass is the number that appears in the periodic table. We have
 defined a mole based on the isotopic atomic mass of carbon-12. By
definition, the molar mass of carbon-12 is numerically the same, and is
therefore exactly 12 grams. Generalizing this definition, the molar mass of
any substance in grams per mole is numerically equal to the mass of
that substance expressed in atomic mass units. For example, the atomic
mass of an oxygen atom is 16.00 amu; that means the molar mass of an
oxygen atom is 16.00 g/mol. Further, if you have 16.00 grams of oxygen
atoms, you know from the definition of a mole that your sample contains
6.022 x 1023 oxygen atoms.
The concept of molar mass can also be applied to compounds. For a
molecule (for example, nitrogen, N2) the mass of molecule is the sum of
the atomic masses of the two nitrogen atoms. For nitrogen, the mass of the
N2 molecule is simply (14.01 + 14.01) = 28.02 amu. This is referred to as
the molecular mass and the molecular mass of any molecule is simply the
sum of the atomic masses of all of the elements in that molecule. The
molar mass of the N2 molecule is therefore 28.02 g/mol. For compounds
that are not molecular (ionic compounds), it is improper to use the term
“molecular mass” and “formula mass” is generally substituted. This is
because there are no individual molecules in ionic compounds. However
when talking about a mole of an ionic compound we will still use the term
molar mass. Thus, the formula mass of calcium hydrogen carbonate is
117.10 amu and the molar mass of calcium hydrogen carbonate is 117.10
grams per mole (g/mol).

GROUP ACTIVITY: The Great Brainstorm”.

Directions: Discuss the given questions with your group and write your
answers on a manila paper. I will give you 5 minutes to work for it then
choose a reporter to present your output.

(Distribute the printed copy of the questions to each group. Each group
has different problem sets for numbers 3 and 4.)
Group 1 and 2
1. What is the unit of molar mass?
2. Differentiate atomic mass, molecular mass, and formula mass.
Developing Understanding of the 3. Calculate the molar mass of the following substances:
Key Idea/Stem a. Helium (He) b. Carbon dioxide (CO2)
4. How many grams are there in 2 moles of carbon dioxide (CO2)?

Group 3 and 4
1. What is the unit of molar mass?
2. Differentiate atomic mass, molecular mass, and formula mass.
3. Calculate the molar mass of the following substances:
a. Oxygen (O) b. Hydrogen peroxide (H2O2)
4. Hydrogen peroxide (H2O2) is used in cleaning wounds.
How many moles are there in 1.5 g of hydrogen peroxide (H2O2)?

Group 5 and 6
1. What is the unit of molar mass?
2. Differentiate atomic mass, molecular mass, and formula mass.
3. Calculate the molar mass of the following substances.
a. Carbon (C)
b. Lactic acid (C3H6O3)
4. How many moles are there in 5 g of lactic acid (C3H6O3)?
 The given in the problem set presented by the last 2 groups is Lactic Acid
(C3H6O3) which forms in the muscles during exercise and other physical
activities. Excess buildup of lactic acid in the muscles may cause pain,
such as cramps. Now, let us focus on the word CONVERSION and PAIN.

Deepening Understanding of the In life, it's normal to go through pain. Sometimes, it can be physical or
Key Idea/Stem emotional but remember that pain doesn't last forever. If you know how to
handle it and have a strong support system, pain can be converted to
comfort and relief.

Sadly, many young people today, like teenagers and young adults, are
facing mental health problems like depression and anxiety. It's sad to know
that some of them even think about self-harm.

Suppose your friend will open up about going through mental health
problems and going through depression and anxiety because of
cyberbullying and family problems. Your friend feels lost and hopeless,
and thinks of self-harm.

As a friend, how can you help convert their negative thoughts into
something positive? Write your answer in your notebook.

Possible learners’ answer:

 Express empathy and concern
 Suggest that one needs to talk to a trusted adult.
 Find ways to address the bullying issue at school.
 Give emotional support like listening to one's concerns without
judgment.
 Remind that things and situations can improve.
 Offer assurance that there are people who care and want to
support them.
 Encourage her to consider reaching out to a therapist, counselor,
or helpline for advice and professional support.

After/Post-Lesson Proper

LET’S WRAP UP: AHA! HUH?

Directions: Complete the statement.
AHA! (I learned that)
____________________________________________________________
____________________________________________________________
Making Generalizations and ____________________________________________________________
Abstractions
HUH? (I am still confused about)
____________________________________________________________
____________________________________________________________
____________________________________________________________

Evaluating Learning QUIZ TIME

Directions: On a ¼ sheet of paper, answer the questions below.

1. Give examples of situations where computation and conversion of

units are useful in our daily lives.
2. What self-care strategies can you suggest to a friend to help them cope
with their emotions and reduce the risk of self-inflicted harm?

Possible learners’ response:

Question 1: cooking, baking, driving traveling, health, shopping.
Question 2: Answers may vary.
 Additional Activities for ADDITIONAL ACTIVITY: SOLVE IT!
Application or Remediation To master the lesson, please answer the conversion problem in your
notebook.
1. Sucrose (C12H22O11) or table sugar is used to sweeten food and
beverages. If you put 100g of sucrose in a pancake mixture, how
many moles of sucrose did you mix?

Possible learners’ response:

Given: 100 g of C12H22O11
Find: mol of C12H22O11
Molar Mass: 342.22 g/mol
1 mol C12 H 22 O11
Conversion factor:
342.22 g C 12 H 22 O11
1 mol C12 H 22 O11
mol of C12H22O11 = 100 g C12H22O11 x
342.22 g C 12 H 22 O11

= 0.29 mol C12H22O11

Prepared by: Recommending Approval: Approved:

JANICE B. MARAMOT EVELYN E. REŇA NOEMI B. CUETO JULYVE D. UNTALAN

Teacher II Master Teacher I Head Teacher II Principal II