School Moreno Integrated School Grade Level Grade 9

Teacher Menchie T. Yaba Learning Area Science

DAILY LESSON PLAN
Grade 9 Teaching
Date and Week 6 Day 3 Quarter Second
Time
I. OBJECTIVES:
A. Content Standards The unit mole that quantitatively measures the number of very small particles
of matter
B. Performance Analyze the percentage composition of different brands of two food products
Standards and decide on the products’ appropriate percentage composition
C. Learning Use the mole concept to express mass of substances; S9MT-III-19
Competencies
Specific Objectives
 Describe the relationships among the number of moles, mass, and
number of particles.
 Convert number of moles to mass of substance and vice versa.
 Apply the mole concept in completing a set of given data.

II. CONTENT Mole Concept

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages pp.112-115
2. Learner’s Materials pp. 152-154
3. Textbook Pages Juan, Evangeline B., 2019. 2ND Quarter: Science Progressive Questions in
Grade 9 Chemistry. Malabon City, Metro Manila: SDO-Malabon City.
Tabligan, Merry Chris T. 2019. 2nd Quarter: Science Progressive Formative
Assessment Grade 9: Chemistry – Matter. Malabon City, Metro Manila:
SDO-Malabon City.
Project EASE (Effective Alternative Secondary Education).
Chemistry Module 16 Stoichiometry. Pasig City, Metro Manila:
Department of Education
4. Additional Materials Audio Visual Presentation, Projector, lapel, laptop, activity sheets
from LR
B. Other Learning
Resources
IV. PROCEDURES
Preliminary Activity Greeting
Prayer
Checking of Attendance by group
Checking of classroom’s orderliness
Setting of Standards
A. ELICIT (Access Does one mole of different substances have the same amount?
prior knowledge) How do we determine the molar mass of a substance?
B. ENGAGE (Get the The teacher will ask for volunteer students to solve the molar mas of the
student’s mind following compounds:
focused on the CuSO4 KMnO4 Pb(NO3)2 NH4SO4
topic)
C. EXPLORE
(Provide students The teacher will remind the students of the precautionary measures.
with a common
experience) Activity Proper

The Relationships among Number of Moles, Mass, and Number of Particles

Objective:
 Describe the relationships among the number of moles, mass and
number of particles.

Materials:
Sulfur, sugar, salt, aluminum foil, platform balance, watch glass,
measuring spoon

Procedure:

1. Measure the mass of one tablespoon of each of the following

substances: sulfur, aluminum foil, sugar and salt.
2. Using the molar mass of each substances in Table 6, compute how
many moles are present in each sample. Record your answer.
3. Compute for the number of particles of each substance.

Table 6. Data on Molar Relationship

Substance Sulfur Aluminum foil Sugar Salt
Mass (g)
No. of moles
No. of particles

Questions:
1. List down the substances based on the following order:
a. Increasing mass (light to heaviest)
b. Increasing number of particles (lowest to higest amount)
c. Increasing number of moles (lowest to highest amount)
2. Is the number of particles in the sample directly related to the number of
moles? Why do you say so?
3. Is the mass of the sample related to the number of moles? Explain your
answer.
4. Explain why one tablespoon of different substances does not have the
same mass in grams (g), the same number of moles, and the number of
particles.

Post Activity

The students will apply the concept learned in the previously activity by
accomplishing this board work activity.
D. EXPLAIN (Teach The teacher will deepen students’ understanding of the lesson by letting them
the concept) accomplish the concept map.

Complete the following concept map with the appropriate terms using the
following words: Ions, Avogadro’s number, Mole, Atoms, Molecules,
Particles, Mass, Compound, g/mole (molar mass), Element.

The teacher will present the interconversion among number of moles, number
of particles and mass through a diagram. She will then give example problem
on conversion.

E. ELABORATE To test students understanding on mole concept they will be ask to answer the
(Students apply following problems on the board.
the information
learned) 1. A cancer patient needs to increase his ascorbic acid (C6H8O6) intake to fight
cancer cells.
a. How many moles of ascorbic acid does he need to complete the
doctor’s prescription of 13.00g of intravenous ascorbic acid every day for one
month?
b. How many molecules of ascorbic acid does he need every day to
fight the cancer cells?
2. During exercise, lactic acid (C3H6O3) forms in the muscles causing muscle
cramps. If 5.0g of lactic acid (C3H6O3) concentrate in your leg muscles, how
many moles of lactic acid (C3H6O3) are causing your pain?
3. Aspartame (C14H18N2O5) is synthetic table sugar substitute in food and
drinks. If a food product needs 0.25g of C14H18N2O5 to sweeten the Chemitria
cupcake, and you ate this food product, how many molecules of aspartame
have you eaten?
4. Paraffin (C22H46) is a wax used in candle-making. During combustion,
a 20.0g candle produces, 1.42 moles of CO2. How many molecules of CO2 are
released in the atmosphere after using the candle?

F. EVALUATE (How There are so many applications of mole concepts around us. Can you solve
well know the this problem using the mole concept in expressing the mass, moles and
students have number of particles of a substance?
learned the
concepts) Ammonium phosphate (NH4)3PO4 is a compound that is often used by farmers
as fertilizers. If Mang Ambo has 100 grams of this compound. Can you
 calculate its molecular mass, numbers of moles, and its number of particles?
Write your answer on a separate sheet of paper.

G. EXTEND (Deepen Sally cannot determine the mass of harvest on their farm; would you like to
conceptual help her? Using your knowledge about the basic mole concept, let us try to
understanding calculate the given substances.
through use in new
content) Solve the given problems below.
1. How many sunflower seeds are equal to 3.50 moles of sunflower seeds?
2. How many strawberries are equal to 7.50 moles of strawberries?
3. How many moles of rice grains are equal to 1.807x1024 grains of rice?

V. REMARKS

VI. REFLECTION
A.No. of learners who earned
80% in the evaluation
B.No. of learners who require
additional activities for
remediation
C.Did the lesson work? No. of
learners who have caught up w/
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:

MENCHIE T. YABA
Master Teacher II
We use counting units to easily represent the quantity of materials. Just as we denote 1 dozen for 12 eggs,
it can be 1 dozen for 12 bananas or 12 candies. Similarly, a mole is used to count entities on a microscopic
level like atoms, molecules, ions, particles etc.

In counting the number of atoms, we use a constant number called Avogadro’s number which is equivalent
to a MOLE.

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.

Moles to Grams (Vice Versa)

 How many grams does 1.5 mol of Na weigh?

  How Many moles are present in 20g of Ag?

Moles to Particles (Vice Versa)

 How many atoms are there in 2.45 mol of Cu?

 A silver ring contains 1.1 X 1023 silver atoms. How many moles of silver are in the ring?

Grams to Particles

 How many aluminum atoms are in a can weighing 16.2 g? (Al=26.98 g/mol)