Name Mary Dannyelle Dasalla Grade Level Grade 9

School Caloocan City Business Learning Area Science - MT

High School
Subject Science Quarter 2nd

Date Time Grade/ Section Room

11/22/2022 1:30-2:10 9-Uvarovite 304-B
11/22/2022 2:10-2:50 9- Topaz 303-B

I. OBJECTIVES
A Content Standards The learners demonstrate an understanding of the
development of atomic models that led to the description of
the behavior of electrons within atoms.
B Performance Standards
C Learning MOST ESSENTIAL LEARNING COMPETENCIES
Competencies/Objectives  Explain how the Quantum Mechanical Model of the
atom describes the energies and position of electron
(S9MT-IIa-22)

At the end of a 40-minute discussion, the students should

be able to:
a. identify the different quantum numbers that
describes the position and energy of electrons
b. plot the set of quantum numbers of a particular
element using the Electron Orbital Diagram
c. cite the importance of quantum numbers
II. CONTENT Set of quantum numbers that describes the position and
energy of electrons
III. Learning Resources
A. References
1 Teacher’s Guide Pages Page 19
2 Learner’s Material Pages Pages 3-8
3 Textbook Pages none
4 Additional Material from Links: https://www.youtube.com/watch?v=Aoi4j8es4gQ
Learning Resource (LR)
Portal
Television, laptop, PowerPoint, IM, and visual aids
B. Other Learning Resources

IV. PROCEDURES
TEACHER’S ACTIVITIES STUDENT’S ACTIVITIES
 A. Preliminary Activities (5 mins.)

1. Prayer

In everything that we do, let us always put God

first. So, with that, may I ask the class president to
lead the prayer.
Classmates, let us pray.
Our heavenly Father, we thank thee for all the
blessings that you have given us each day. We ask
thee for thy continuous guidance and protection.
Shower us with love and kindness to everyone.
Grant us always peace in our hearts and enrich us
with knowledge so that we will become a good
example to others. In Jesus’ name, Amen.

2. Greetings

Good afternoon class! Good afternoon, Ma’am Dannyelle!

We have visitors today, what will you say? Good afternoon, visitors!

Alright, before you take your seats, kindly pick up

the pieces of papers and plastics under your
chairs, and arrange it properly.

…You may now take your seats.

3. Attendance Check

Class, secretary, how’s the attendance for today? Good afternoon, ma’am, I’m glad to say that there
is no absent for today.

Good job, class! Give yourself a round of

applause for having a perfect attendance today.

Now, raise your thumbs upward if you are having

a nice day, and thumbs down if you are not.

(Students raise their thumbs upward)

I’m glad that you are all well today.

4. Classroom Rules

What does the acronym “key” means according to

the picture?

Keep educating yourself.

That’s right, always remember that the key to
success is to keep educating yourself. Having said
that, let me remind you of our classroom rules, so
that we could have a conducive and fun learning
experience…

1. Share your ideas and speak with respect.

2. Come to class at all times.
3. Involve yourself in all activities
4. Embrace your uniqueness
5. No distractions.
6. Challenge yourself.
7. Explore and engage your mind.

Are you ready to learn? May I see the hands of

those who are ready to listen and participate in our
class?

(Students raise their hands)

5. Review

Without further ado, let’s start by recalling our

previous lessons.

Each of the 118 known element is unique and are

arranged in the periodic table.

Now, for your first activity entitled “What

Element Am I?”, you are tasked to determine
what element is being described based on its
location in the periodic table. Are you ready?

1. 2p5 Yes, ma’am.

2. 3s2
3. 3d6

For the first item, what element is that?

How did you know that it is fluorine?

Fluorine, ma’am.

5 points for your recitation.

Next is 3s2, what element is that, and how did you Fluorine is in the 2nd period, and the 5th element in
come up with your answer? the p-block.

Magnesium, ma’am, because Magnesium is in the

5 points also. For the last item, what is the 3rd period and 2nd element in the s-block.
answer?
Why did you say so?
Iron, ma’am.

In d-block, we always subtract 1 in the period, so

we will refer to the 4th row and will count up to
the 6th element, and it will fall on Fe.
5 points. It seems that you have already learned
our previous lessons.
A. ENGAGE (3 minutes)
TEACHER’S ACTIVITIES STUDENT’S ACTIVITIES

For our next activity, let’s have a game entitled

“Decode Me”

Here’s the instruction: Decode the following

terms by replacing the numbers with vowels that
correspond to it according to the given legend:

1- A 2 - E 3- I 4- O 5- U

Now, here’s the twist, if your answer is correct,

you will pick a letter and a number on the grid.
After selecting a zombie, you will receive a point.
The student who will get the highest score will
win.

1. Q51NT5M N5MBER
2. PR3NC3P1L
3. 4RB3T1L
4. M1GN2T3C
5. SP3N

For number 1, the answer is quantum number,

ma’am.
Your answer is correct, pick a letter and a number.

You got 7 points. How about for number 2? C3, ma’am.

That is right, now pick… It’s “principal”, ma’am.

Let’s see how much is your point… You got 300 D3, ma’am.
points. For the third item, what is the answer?

Correct, pick a letter and a number.

The answer is “orbital”, ma’am.

C1 is equivalent to 100 points. Who wants to
decode the fourth term? C1, ma’am.
Very good, now pick a letter and a number.
Me ma’am, the answer is “magnetic”

You got 2 points. And for the last item, what is

the answer?
A2, ma’am.

Correct, it is the spin. Pick a letter and a number.

Spin, ma’am.
With that, you got 9 points.

So, our winner for this game is Student 2. Write 5

points on your recitation table, while the rest of E5, ma’am.
the students who answered, you will write 2
points. So, with that, let’s give Student 2 a
Mommy Dionisia clap. Do you know how to do
Mommy Dionisia clap?

I’ll do it first, and repeat after me.

(claps 3 times, stomps 3 times) “Very good, very
good, very good!” Now, it’s your turn…

You will know later what are these terms later as

we go on our discussion. No, ma’am.

(claps 3 times, stomps 3 times) “Very good, very

good, very good!”

B. Explore (5 minutes)
TEACHER’S ACTIVITIES STUDENT’S ACTIVITIES
Here’s our learning goals for our discussion
today…

At the end of a 40-minute discussion, the

students should be able to:
a. identify the different quantum numbers
that describes the position and energy of
electrons
b. plot the set of quantum numbers of a
particular element using the Electron
Orbital Diagram
c. cite the importance of quantum
numbers

I will present to you a table showing the set of

quantum numbers of different elements with
atomic number from 1-10.

Element n l ml ms
H 1 0 0 +1/2
He 1 0 0 -1/2
Li 2 0 0 +1/2
Be 2 0 0 -1/2
 B 2 1 -1 +1/2
C 2 1 0 +1/2
N 2 1 1 +1/2
O 2 1 -1 -1/2
F 2 1 0 -1/2
N 2 1 1 -1/2

What have you noticed on the set of quantum

numbers? Are there elements in the table which
has the same set?
I have noticed that there are no elements having
the same set of quantum numbers.

With that being said, what can you conclude about

quantum numbers? I conclude that each element has a unique set of
quantum numbers.

Precisely, write 5 points on your recitation table.

C. Explain (10 minutes)

TEACHER’S ACTIVITIES STUDENT’S ACTIVITIES
We already mentioned quantum numbers several
times. Now, what is quantum numbers?

Quantum numbers specify the properties of the

atomic orbitals and the electrons in those orbitals.
To make it easy to understand, quantum numbers
are the set of numbers used to describe the
position and energy of the electron in an atom.
Each element has a unique set of quantum
numbers. There are four quantum numbers,
namely, the principal, orbital, magnetic and spin
quantum numbers.

Let’s discuss the first quantum number…the

principal quantum number.
Principal quantum number is denoted by “n”. I
will show you again the table we had a while ago.
Element n l ml ms
H 1 0 0 +1/2
He 1 0 0 -1/2
Li 2 0 0 +1/2
Be 2 0 0 -1/2
B 2 1 -1 +1/2
C 2 1 0 +1/2
N 2 1 1 +1/2
O 2 1 -1 -1/2
F 2 1 0 -1/2
N 2 1 1 -1/2

Take a look at the value of n for each element.

What have you noticed? You can use your
periodic table as reference.
That is right, 2 points. And you already know, that The value of n is equal to the period number
period is also equal to the number of shells, right? where an element belongs.

Therefore, what do you think does the principal

quantum number describes?

Yes, ma’am.

Very well said, thus the more shells, or the higher I think principal quantum number describes the
the value of n, the bigger the atom. size of an atom because the number of shells is
What can you say about its relationship to the directly proportional to its size.
energy of electrons?

Good point. Now, remember that n could have

values starting from 1, 2, 3… It can’t be 0, The higher the n value, the higher the energy of
because there is no existing element with no shells electrons.
at all.

Let’s try looking for the n value of Lithium

Correct, 2 points. n=2, because I referred to the period, and it

belongs to the 2nd period.
Now, give an element with atomic number
between 10-40.

Alright, Calcium. What is its atomic number?

Calcium, ma’am.

What is the “n” or principal quantum number for

Ca?
Its atomic number is 20.

That is correct. Now, you already understand the

principal quantum number of an element. n=4, because it belongs to the 4th period.

Let’s proceed to the second quantum numbers,

and that is the Orbital Angular Momentum
Quantum Number. It is denoted by the symbol l.
Take a look at the third column,= of this table,
what values of l can you see?

Element n l ml ms
H 1 0 0 +1/2
B 2 1 -1 +1/2
Ti 3 2 -1 +1/2
U 7 3 0 +1/2 There are 4 values which include 0,1,2,3.
Correct. Now, try to locate each element in the
table, in what blocks do they belong?

That is right. Orbital Angular Momentum

Quantum Number describes the shape of a given
orbital. We have 4 orbital shapes, the s, p, d, f. Hydrogen is in the s block. Boron is in the p
blocks. Titanium is in the d block. Lastly,
According to our table, what will be the Uranium can be found in the f block.
corresponding value for each orbital?

Again, what is the symbol for orbital angular

momentum quantum number?
s=0
p=1
The third quantum number is the magnetic d=2
quantum number. It is denoted by m l. Again, what f=3
is the symbol for magnetic quantum number?

It determines the number of orbitals and their Its symbol is l.

orientation within a subshell, and its value will
depend on the value of l. Given a certain l , ml
is an interval ranging from –l to +l , so it can be
zero, a negative integer, or a positive integer.

Let’s say l=0, what do you think is the value of The symbol is ml.
ml?

How about when l=1, what are the values of ml?

Let’s go back to the orbital angular momentum

quantum number, what subshell is equivalent to
1?

The value is 0 ma’am, because 0 is a neutral

That is right, the p subshell. Hence m l just number.
confirmed that the p subshell has 3 different
orientation of its orbital.
-1,0,1
Now, I have a question, recall how many electron
each orbital can hold?

Correct, that explains why in our electron

configuration, the p subshell holds a maximum of It’s the p subshell.
6 electrons.

Laslty, the Spin quantum number. It is denoted by

ms. This value is independent on the first three
quantum numbers. It describes the direction of the
electron spin, and it could only have two values:
 Upward spin= +1/2
 Downward spin= -½. It can hold up to 2 electrons.
There are three rules in Orbital Filling, read
number 1.

I have here with an Electron Orbital Diagram.

Where can we plot the electrons, can we put
electron at the third shell, and why?

Very good, 2 points. Now, why Lazy Tenant

Rule? Imagine a lazy tenant, where do you think 1. Aufbau Principle – Electrons occupy the
he wants to have his room, at the ground floor, or lowest energy orbitals first. It is also
in the upper levels of the apartment where he still called as the “Lazy Tenant Rule”
have to use a ladder? Connect it with Aufbau
Principle.

No, because, according to Aufbau Principle, we

need to start at the lowest energy level.

Why Empty Bus Seat Rule? When you ride a bus,

how do you choose your seat? He will choose a room at the ground floor, ma’am,
just like electrons which will occupy the lowest
energy level first.

Alright, because when people get on a bus, they 2. Hund’s Rule – Within a sublevel, place
always sit by themselves unless all of the seats one electron per orbital before pairing
already have one person in all of them…then they them. It is also called as the “Empty Bus
are forced to pair up. Same with electrons. They Seat Rule”
inhabit empty orbitals. Electrons will fill them one
at a time with upward spin until each orbital has
one electron in it…and now the electrons are
forced to pair up with downward spin. Let’s use If there are many vacant seats, I choose a seat,
the Electron Orbital diagram, give an element where I can sit by myself. But if I have no choice
with atomic number between 1-10. but to sit beside someone, then that’s the seat I
will take.
Therefore, how many electrons do we need to fill
up?

We’ll start at the lowest energy level, according to

Aufbau Principle, let’s fill the 1s and 2s with up
and down spins, respectively. Now, 2p has how
many type of orbitals?

According to Hund’s Rule, we need to fill all the

orbitals first with upward spin before pairing up.
What are we going to do?
F, ma’am, its atomic number is 9.

Very well said, 5 points. 9 electrons.

Next rule…

Alright, now give an element with atomic number

1-10. There are 3.

In what period and block does Oxygen belong?

Fill up first the 3 orbitals with upward spin, but

What is the order of Oxygen in the 2nd period, p- there are still 2 electrons left, thus, we’ll pair it
block? with the 1st and 2nd orbital in 2p.

Therefore, we could represent the position of 3. Pauli Exclusion Principle – Each orbital
Oxygen in the periodic tables as 2p4. Can you can hold two electrons with opposite
follow? spins.

Now, let’s use the Electron Orbital Diagram.

Oxygen, ma’am, it has atomic number 8.

It belongs in the 2nd period, p block.

It’s the 4th element.

Yes, ma’am.
In 2p4, what will be our n?

Why is it 2?

Very good, so we will be filling up in the 2 nd

orbital. Next, what will be our l?

Why is that so?

Exactly. Now, how about ml?

You are doing great, my dear students. Now, how

will we know the exact value of ml for Oxygen n=2, ma’am.
atom? Here’s what you are going to do.

I have here arrows, and we are going to attach it Because it’s in the 2nd period.
on the 2p of the Electron Orbital Diagram. These
arrows will represent the electrons and the
direction of its spin. How will you know how
many arrows are we using, refer again to 2p 4.
what is the exponent? l=1, ma’am.

As you already know, that exponent indicates the

number of electrons, therefore we are going to use Because, Oxygen belongs to the p-block.
4 arrows. 2p has how many orbitals?

Values are -1,0,1

Therefore, we are going to attach the arrows in
those 3 orbitals. According to the Aufbau
Principle, where are we going to start?

Very good. According to Hund’s Rule, we need to

fill all the orbitals with upward spin first before
pairing up. I need a volunteer to attach the upward
spins first.

Alright, so we have 3 upward spins. Do we still The exponent is 4, ma’am.

have an electron left?

Where will we attach the last electron?

It has 3 orbitals.

Excellent, another volunteer to attach the last

electron with downward spin.

We are going to start at the lowest energy level.

Therefore, what is the value of ml and why?

Good job, how about its spin? What is the I volunteer myself, ma’am. (The student will
direction of the last spin? attach the arrow in the Electron Orbital
Diagram)

Thus, what is its value?

Yes, there’s 1 more electron left.

We will pair up to the 1st orbital with the opposite

spin.

I volunteer myself, ma’am. (The student will

attach the arrow in the Electron Orbital
Diagram)

The value of ml is -1 because the last electron falls

on -1.

Downward spin.

-1/2, ma’am.

D. ELABORATE (10 minutes)

TEACHER’S ACTIVITIES STUDENT’S ACTIVITIES
Very good. Now, get a scratch paper, and write
the set of quantum numbers for the following
elements. I will give you 5 mins to answer.
 For row 1, write the quantum numbers for
Ne.
 For row 2, write the quantum numbers for
Al.
 For row 3, write the quantum numbers for (Students will answer first on their scratch
Ca. papers)

Are you done?

Ok, I need 1 volunteer per each row, and proceed Yes, ma’am.
in front. Illustrate the quantum numbers that
you’ve got by attaching the arrows in the orbital
diagram.
(3 students will proceed one by one to attach the
arrows in the Electron Orbital Diagram
according to the set of quantum numbers they
Good job! All of your answers are correct. Let’s got.)
give them a Mommy Dionisia clap.

(claps 3 times, stomps 3 times) “Very good, very

good, very good.
Are there any questions and clarifications?

None, ma’am.
If you have no questions, I’ll be asking you a
question. What is the importance of quantum
numbers?
It gives us the idea of the probable position and
energies of electrons in a particular atom.

Exactly, 5 points for that.

Now, bring out your notebook, and get a partner.

E. Evaluate (5 minutes)
TEACHER’S ACTIVITIES STUDENT’S ACTIVITIES
Our activity is entitled “Think-Pair-Share”

Here’s my instruction: Determine what element is

being described by the following set of quantum
numbers:

1. n=2 l=1 ml=-1 ms= -1/2

2. n=4 l=0 ml=0 ms= -1/2
3. n=6 l=0 ml=0 ms= +1/2 (Students will answer on their notebook by pair)
4. n=4 l=2 ml=2 ms= -1/2
5. n=7 l=3 ml=0 ms= +1/2

Exchange paper with the other pairs. (Students will exchange notebooks)
(Teacher starts to announce the correct answers)

ANSWER KEY:
1. Oxygen
2. Calcium
3. Cesium
4. Cadmium
5. Uranium
 ASSIGNMENT:

Do your advance study about ionic and covalent

bonds.

That’s all for today, class. Good bye.

Good bye, and thank you, ma’am Dannyelle!

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 works?
F. Which 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:

Mary Dannyelle Dasalla

Student teacher

Submitted to:

Jasper H. Salangsang
Science Teacher
Cooperating teacher