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2nd QRTR DLL-MOLE-CONCEPT
2nd QRTR DLL-MOLE-CONCEPT
LESSON
LOG
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
A. Content Standard
Use the unit mole that quantitatively measures the number of very small particles of matter.
B. Performance Standard Analyze the percentage composition of different brand of two food products and decide on products on appropriate percentage
composition.
C. Learning S9MT-Iii-19
Competency/Objectives • Assess students’ Calculate the mass of Describe the Apply the mole concept
prior knowledge one mole of a relationships among the in completing a given set
about mole concept substance using the number of moles, mass, of data.
and periodic table of and number of particles.
percentage elements.
• Measure the mass
composition of a given number
of compounds. of objects.
• Measure the mass • Record the mass
of an object. with the correct
• Record the mass number of
with the correct significant figures.
number of significant
figures.
• Relate the mass of
the object to the
number of pieces
per item.
II. CONTENT Inter-conversions Among Mass, Moles and
Mole Concept Molar Mass
Number of Particles
III. LEARNING RESOURCES
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
IV. PROCEDURES
A. Reviewing previous • Based on the • Ask how chemists • Describe molar
lesson or presenting previous activity, ask count tiny particles mass. Recall on how to
Ask how scientists
the new lesson how large quantities such as atoms and • Have students count particles of
count very small
of objects can be molecules. • Ask perform the Molar substances from
particles such as atoms,
counted conveniently. what Avogadro’s Mass Relay. (See given masses.
ions and molecules.
• Ask what counting number is. attachment #2 for
Before answering the
unit is used by • Ask if one mole of the mechanics.)
question, let them
chemists in counting different
answer the Pre-
tiny particles such as substances have
Assessment in the LM
atoms and molecules the same mass.
on page 145.
and its equivalent
number.
B. Establishing a purpose for • Ask students the • Ask why the unit • Ask how many Tell the students to Tell the students to
the lesson equivalence of the mole consists of a hydrogen atom and come to their come to their
following counting very large number oxygen atom are corresponding group corresponding group
units: compared to case, there in one mates to perform this mates to perform
A Pair of shoes = ream, and dozen. molecule of water activity. The first group this activity.
___ • Ask if one mole of or the atomic to answer correctly will The first group to
A Dozen of eggs = sulfur has the ratio. (2:1) be given an artificial answer correctly will be
___ same mass as one • Ask the total no. of gold medal (prize is given an artificial
A Case of coke = mole of aluminum. atoms of hydrogen optional). Show them a golden cup (prize is
___ and oxygen in a picture of a gold medal optional).
A Ream of paper = dozen molecules of thru a slide. Show them a picture
___ water. (24 atoms of (See attachment #3) of a golden cup. Tell
• Ask them the H and 12 atoms of students that this
O). A pure gold medal has a golden cup contains
• Ask what will be the mass of 591 g. 3.01 x1024 atoms.
advantage of using number of atoms of 1.) How many moles of (See
these units in H and O in one gold atoms are there in attachment #4)
counting too many mole of water the gold medal if its Questions:
objects compared to molecules. (2 moles molar mass is 197 g? 1. How many
counting them one by or 1.21 x 1024 H (3 moles) 2.) How moles of gold are
one. atoms and 1 mole many atoms of gold are there? (5 moles)
• Ask them what other or present? (1.81 x10 24 2. What is the
ways to make 6.02 x 1023 O atoms) atoms) mass of the golden
counting too many cup? (The molar mass
objects easier and of gold is 197 g, so the
faster. mass is 985g)
. Let them show their
solution.
• How Let
can
you them
calcul
ate show
the
mass their
of 1 solution.
mole
of
water
molec
ules?
• The
first
who
will
answ
er
corre
ctly
will
be
given
a
prize.
C. Presenting examples/Instances of the new lesson Mang Presen Present Ask how Ask how
Juan is t one table 3 they they
constr mole on page convert a convert
ucting of 150 of given a given
his sulfur the mass to number
bahay and module. moles of moles
kubo one • Ask then to into
and he mole how number mass in
needs of the of grams.
to buy alumin molar particles.
a lot of um. mass
iron The of
nails. mass oxyg
How is of one en
iron mole gas
nails of O2,
bought sulfur sugar
from a is , and
hardw 32.01 hydro
are g while gen
store, the perox
by mass ide is
numbe of one deter
r or by mole mine
mass? of d.
Why alumin • Ask if
are um is the
they 27.00 same
usually g. Ask proce
sold by why ss is
mass? one used
What mole as
instru of what
ment is differe
used they
for did
getting with
the the
mass mass
of of 1
objects mole
like of
iron water
nails? .
Is it • Ask
possibl nt them
e to substa how
determ nces they
ine the have will
exact differe prepa
numbe nt re
r of masse exact
iron s. ly
nails 6.02
he x 10
bought 23
CHENEE B. PONTILLO
Subject Teacher
Checked by:
ROSALITA A. BASTASA
Master Teacher -I
School Doña Carmen National High School Grade Level 9
DAILY Teacher Chenee B. Pontillo Learning Area SCIENCE
LESSON Teaching Dates and Quarter SECOND
LOG Time
B. Performance Standard Analyse the percentage composition of different brand of two food products and decide on products on appropriate percentage
composition.
X. PROCEDURES
A. Reviewing previous lesson Recall on how to Recall on how to solve Recall on how to solve .
or presenting the new lesson How do you convert a determine the no. of for molar mass of a for the percentage
given mass of a substance moles and particles from compound. composition of
into number of moles and a given mass of compounds
number of particles? substance and vice
versa.
B. Establishing a purpose for Ask: “Have you given
the lesson As a group, they will • Ask the total number the task by your
construct their own of students in the parents to buy
concept map on how to class and how many groceries in the
easily convert mass to are males and supermarket? Do you
mole and to number of Let them watch the video females. Ask the take time to look at the
particles and vice versa “What is a Mole?” from percentage of male nutritional facts of an
using a marker and https://www.youtube.co and female in the item before buying it?
cartolina. Let them explain m/watch?v=wqZSxErQ class. Why is it important to
their answer (5 pts.). 7Ck • Ask on the percentage look at the nutritional
by mass of hydrogen facts before buying or
in one mole of water, consuming a product?”
given that in 18g of
water there is 2 g of
hydrogen.
C. Presenting • Show the video “How Present a label of
examples/Instances of to Calculate canned goods such as
the new lesson Percentage Mass” corned beef or meat
Based on the previous
from loaf. Ask if all of the
activities, ask how they
Let them explain their https://www.youtube.c ingredients are good to
will organize their
concept map. om/watch?v=ZAxl502 one’s health. Ask how
knowledge on the
Yl9g one can regulate the
concept of mole.
• Present the formula for amount of food to be
determining the taken in order to keep
percentage a healthy lifestyle.
composition by mass
of a compound.
• Give more examples on
calculating the
percentage
composition of
compounds.
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.
H. Making generalizations Ask the importance of Ask how to solve for the Ask why knowledge on
Ask how to do conversions
and abstractions about the using the mole concept percentage composition percentage composition
of mass to mole and to
lesson and molar mass of a of a compound. of substances is
number of particles and
compound in expressing important.
vice versa.
amount of substance.
I. Evaluating learning