Republic of the Philippines

Department of Education
Region III
Schools Division of Nueva Ecija
CABIAO NATIONAL HIGH SCHOOL
Cabiao, Nueva Ecija

Daily Lesson Log in Grade 9 Science

School: Cabiao National High School Grade/Level: 9

Teacher: Lolita M. Madria Quarter:
Subject: Science Date/Time:

I. OBJECTIVES:
A. Content Standard: The Learners demonstrate an understanding of:
1. the development of atomic models that led to the description of
the behavior of electrons within atoms.
B. Performance Standard: The Learners shall be able to:

C. Most Essential Learning Competency:

Explain how the Quantum Mechanical Model of the atom describes the
energies and positions of the electrons (S9MT-IIa-22).
a. describe quantum mechanical model;
b. determine the relationship between principal energy level, sublevel, orbital and
how they relate to the number of electrons of an atom;
c. write the electron configuration of elements and determine the rules in filling up
orbitals.
II. CONTENT: Module 1: Quantum Mechanical Model of the Atom

III. LEARNING RESOURCES:

A. Reference: Science Grade 9 Module
K-12 Learners Module Science 9
B. Other Learning Resources: DepEd Grade 9 Learners Module Science

IV. Procedure:
Elicit (Day 1)
A. Reviewing previous lesson/Presenting the new lesson
 Opening Prayer
 The teacher will ask the students about their ideas of the atom.
 Let the students give the symbol of the different elements ask by the teacher.
 Review the Timeline of Atomic Models.

Engage
B. Introducing an engaging experience
 Let the students complete chart below using what you know about atoms.
 C. Presenting the new lesson (Day 2)

Three physicists led the development of a better model of an atom known as Quantum Mechanical Model.
These were Louie de Broglie, Erwin Schrodinger and Werner Karl Heisenberg. De Broglie proposed that the electron
(which is thought of as a particle) could also be thought of as a wave. Schrodinger used this idea to develop a
mathematical equation to describe the hydrogen atom. Heisenberg discovered that for a very small particle like the
electron, its location cannot be exactly known and how it is moving. This is called uncertainty principle.
Instead, these scientists believed that there is only a probability that the electron can be found in a certain
volume in space around the nucleus. This volume or region of space around the nucleus where the electron is most
likely to be found is called an atomic orbital. Thus, we could only guess the most probable location of the electron at
a certain time to be within a certain volume of space surrounding the nucleus.
The quantum mechanical model of the atom comes from the mathematical solution to the Schrodinger
equation. The quantum mechanical model views an electron as a cloud of negative charge having a certain geometrical
shape. This model shows how likely an electron could be found in various locations around the nucleus. The quantum
mechanical model also gives information about the energy of the electron. The model also describes the region of
space around the nucleus as consisting of shells. These shells are also called principal or main energy levels. The
principal energy levels or shells may have one or more sublevels. These sublevels are assigned with letters: s, p, d, f,
g, h and i.
ELECTRON CONFIGURATION
In an atom, electrons and the nucleus interact to make the most stable arrangement possible. The way in which
electrons are distributed in the different orbitals around the nucleus of an atom is called the electron configuration.
Filling of electrons start from lowest energy level to highest energy level.
Parts of an electron configuration:
• Principal Energy Level – a number (1, 2, 3, 4, 5, 6, 7)
• Sublevel – a letter (s, p, d, f)
• Number of electrons – a superscript number (2, 6, 10, 14)
Rules that define how electrons can be arranged in an atom’s orbital.
1. Aufbau Principle – electrons fill the orbitals one at a time, starting with the lowest energy orbital then proceeding
to the one with higher energy.

2. Hund’s Rule – single electrons with the same spin must occupy each equal-energy orbital before additional
electrons with opposite spins can occupy the same orbitals.

3. Pauli Exclusion Principle – states that only two electrons occupy an orbital, and they must have opposite spins.

Explore (Day 3)

D. Discussing new concepts and practicing new skills

 Let the students answer Activity 6 or Activity 8: Electron Configuration
Note: Refer to the given module.
Explain

E. Developing Mastery
 Ask the students to present their output in front of the class.
Elaborate

F. Finding practical applications of concepts and skills in daily living

 How quantum mechanical model of the atom describes the energies and position of the
electrons?

G. Making generalization and abstractions about the lesson

 What is inter-relationships between principal energy level, sublevel, orbital, and how they
relate to the number of electrons

Extend

H. Guide Question:
  The following guide questions are included in analysis part of the activities.

Evaluate (Day 4)
I. Evaluating learning
 The students will answer What I Have Learned using their module.

Instruction: I. Read each statement below and fill in the blanks.

1. Three physicists, ____________________, _____________________, and __________________ led the
development of Quantum Mechanical Model.
2. The sublevels are assigned with letters ___, ____, ____, ____.
3. Filling of electrons start from the __________ energy level to ___________ energy level.
4. Heisenberg discovered that for a very small particle like the electron, its ____________ and ____________ cannot
be exactly known.
5. The volume or region of space around the nucleus where electron is most likely to be found is called
____________________.
6. The way in which electrons are distributed in the different orbitals around the nucleus of an atom is called
____________________.
7. ____________________, ____________________, ______________________, are the rules used in the electron
configuration of elements.
8. Orbitals, which are found in ________________, have different shapes, depending on the energy of the electrons
they contain.
9. The maximum number of electrons that can occupy a principal energy level is given by the formula _________,
where n is the principal energy level.
10. The principal quantum number is always ______________ to the number of sublevels within that principal energy
level.

J. Assignment
Show here are electron configurations for the elements named. Each configuration is incorrect
in some way. Identify the error in each and write the correct electron configuration.
11. Carbon – 1s2 2s2 3p2
___________________
12. Calcium – 1s2 2s2 2p6 3s2 3p6 3d2
_______________________________________
13. Chlorine – 1s2 2s2 2p6 3s2 3p4 4s1
_____________________________________
14. Aluminum – 1s2 2s2 2p6 3s2 3d1
__________________________________
15. Titanium – 1s2 2s2 2p6 3s2 3p6 3d3

Reference: DepEd Grade 9 Learners Module Science

V. REMARKS
The lesson was not accomplished due to remediation and enhancement.

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 my6 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
used/discover which I wish to
share with other teachers?

Submitted by: Submitted to:

LOLITA M. MADRIA ESTRELITA M. MACABANTE

Head Teacher VI, Science

Approved by:

HILARIA E. CALMA
Secondary School Principal IV
 Republic of the Philippines
Department of Education
Region III
Schools Division of Nueva Ecija
CABIAO NATIONAL HIGH SCHOOL
Cabiao, Nueva Ecija

Daily Lesson Log in Grade 9 Science

School: Cabiao National High School Grade/Level: 9

Teacher: Lolita M. Madria Quarter:
Subject: Science Date/Time:

I. OBJECTIVES:
A. Content Standard: a. Answer all the test questions.
b. Show honesty in answering the test.
B. Performance Standard:
C. Learning Competency:
II. CONTENT: Module 1: Quantum Mechanical Model of the Atom
III. LEARNING RESOURCES:
A. Reference: Science Grade 9 Module
K-12 Learners Module Science 9
B. Other Learning Resources: DepEd Grade 9 Learners Module Science, test paper

IV. Procedure:
Elicit
A. Reviewing previous lesson/Presenting the new lesson
 Opening Prayer
Engage

B. Introducing an engaging experience

C. Presenting the new lesson

Explore

D. Discussing new concepts and practicing new skills

 Giving instructions/directions for the test.
Explain

E. Developing Mastery
 Distribute the test paper and monitor the students while taking the test.
Elaborate

F. Finding practical applications of concepts and skills in daily living

 Assist the students if there are irregularities while taking the test
G. Making generalization and abstractions about the lesson

Extend
 Check the test paper
 Record the result

H. Guide Question:

Evaluate
I. Evaluating learning
 QUIZ No. 1
 J. Assignment:

 Research the types of chemical bond.

Reference: DepEd Grade 9 Learners Module Science

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 my6 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
used/discover which I wish to
share with other teachers?

Submitted by: Submitted to:

LOLITA M. MADRIA ESTRELITA M. MACABANTE

Head Teacher VI, Science

Approved by:

HILARIA E. CALMA
Secondary School Principal IV
 Republic of the Philippines
Department of Education
Region III
Schools Division of Nueva Ecija
CABIAO NATIONAL HIGH SCHOOL
Cabiao, Nueva Ecija

Daily Lesson Log in Grade 9 Science

School: Cabiao National High School Grade/Level: 9

Teacher: Lolita M. Madria Quarter:
Subject: Science Date/Time:

I. OBJECTIVES:
A. Content Standard: The Learners demonstrate an understanding of:
1. the development of atomic models that led to the description of
the behavior of electrons within atoms.
B. Performance Standard: The Learners shall be able to:

C. Most Essential Learning Competency:

Recognize the different types of compounds (ionic and covalent) based on
their properties such as melting point, hardness, polarity, and electrical and thermal
conductivity (S9MT- IIb-14).
a. explain the formation of ionic compounds;

II. CONTENT: Module 2: Properties of Ionic and Covalent Compounds

III. LEARNING RESOURCES:

B. Reference: Science Grade 9 Module
K-12 Learners Module Science 9
B. Other Learning Resources: DepEd Grade 9 Learners Module Science

IV. Procedure:
Elicit
A. Reviewing previous lesson/Presenting the new lesson
 Opening Prayer
 Review the electron configuration and What’s In Activity 2 Quantum Mechanical Model of
the Atom.
Engage
C. Introducing an engaging experience
 Let the students What’s New
 C. Presenting the new lesson

Ionic compounds is the product of ionic Bonding, it is the complete transfer of valence electrons between
atoms. Valence electrons are the electrons directly involved in forming bonds to form compounds. It is important that
you know the number of valence electrons so that you can illustrate how bonds are formed. You can use the electron
configuration in getting the valence electron of elements, or you can look at the group number of the elements in the
periodic table, group number is the same as the valence electron of the elements.
Ionic bonding happens between metals and non-metals. For complete transfer of electrons to happen, the
electronegativity difference of the metal and non-metal should be more than 1.7. The metallic element with low
electronegativity loses electrons to become a cation (positively charged ion), whereas the non-metallic element with
high electronegativity value accepts those electrons to become an anion (negatively charged ion). Ionic bond requires
an electron donor, often a metal (low electronegativity), and an electron acceptor, a non-metal (high electronegativity).

Explore

D. Discussing new concepts and practicing new skills

 Let the students answer Activity 4 Bonding by Transfer of Electrons
Note: Refer to the given module.
Explain

E. Developing Mastery
 Ask the students to present their output in front of the class.
Elaborate

F. Finding practical applications of concepts and skills in daily living

 How important is ionic bond in formation of compounds?

G. Making generalization and abstractions about the lesson

 What is ionic bond?
 What happened when metals loses electrons?
 What happened when nonmetals gained electrons?

Extend

H. Guide Question:
 The following guide questions are included in analysis part of the activities.

Evaluate

I. Evaluating learning
 The students will answer the given problem below.
 Show the transfer of electrons by the use of the LEDS on each of the following ionically bonded compound.

1. LiCl
2. KF
3. MgO

J. Assignment
Research five examples of ionic compounds and give their uses.

Reference: DepEd Grade 9 Learners Module Science

V. REMARKS
The lesson was not accomplished due to remediation and enhancement.

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 my6 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
used/discover which I wish to
share with other teachers?

Submitted by: Submitted to:

LOLITA M. MADRIA ESTRELITA M. MACABANTE

Head Teacher VI, Science

Approved by:
 HILARIA E. CALMA
Secondary School Principal IV

Republic of the Philippines

Department of Education
Region III
Schools Division of Nueva Ecija
CABIAO NATIONAL HIGH SCHOOL
Cabiao, Nueva Ecija

Daily Lesson Log in Grade 9 Science

School: Cabiao National High School Grade/Level: 9

Teacher: Lolita M. Madria Quarter:
Subject: Science Date/Time:

I. OBJECTIVES:
A. Content Standard: The Learners demonstrate an understanding of:
1. the development of atomic models that led to the description of
the behavior of electrons within atoms.
B. Performance Standard: The Learners shall be able to:

C. Most Essential Learning Competency:

Recognize the different types of compounds (ionic and covalent) based on
their properties such as melting point, hardness, polarity, and electrical and thermal
conductivity (S9MT- IIb-14).
a. explain the formation of covalent compounds.

II. CONTENT: Module 2: Properties of Ionic and Covalent Compounds

III. LEARNING RESOURCES:

C. Reference: Science Grade 9 Module
K-12 Learners Module Science 9
B. Other Learning Resources: DepEd Grade 9 Learners Module Science

IV. Procedure:
Elicit
A. Reviewing previous lesson/Presenting the new lesson
 Opening Prayer
 Let the students answer some drill exercises about ionic bond.
Engage
D. Introducing an engaging experience
 Let the students watch a short clip about ionic and covalent bond.

C. Presenting the new lesson

 Covalent Compounds are products of covalent bonding, it is the sharing of electrons between atoms. This type
of bonding occurs primarily between nonmetals. However, it can also be observed between metals and nonmetals. For
covalent bonding to take place, the electronegativity difference of the elements should be less than 1.7.
If atoms have similar electronegativities, covalent bonds are most likely to occur. Because both atoms have the same
affinity for electrons and neither has a tendency to donate them, they share electrons in order to achieve octet
configuration and become more stable.
There are two types of covalent bond, the nonpolar covalent bond and the polar covalent bond.
Nonpolar Covalent Bonds are a type of bond that occurs when two atoms equally share a pair of electrons
with each other. These shared electrons glue two or more atoms together to form a molecule. The electronegativity
difference between nonmetals should be 0-0.4 for non-polar covalent bond to happen. Examples of non-polar covalent
bonds are the diatomic molecules; hydrogen gas (H2), nitrogen gas (N2), Oxygen gas (O2), fluorine (F2) gas, chlorine
gas (Cl2), bromine (Br2), and iodine (I2). Polar Covalent Bonding is a type of chemical bond where a pair of electrons
is unequally shared between two atoms. In a polar covalent bond, the electrons are not equally shared because one
atom spends more time with the electrons than the other atom. One atom has a stronger pull than the other atom and
attracts electrons. The electronegativity difference between elements should be 0.5-1.7 for polar covalent bond to
happen. Some examples of polar covalent bonds are water (H2O), ammonia (NH3), and sulfur dioxide (SO2).

Explore

D. Discussing new concepts and practicing new skills

 Let the students answer Activity 5: Bonding by Sharing of Electrons
Note: Refer to the given module.
Explain

E. Developing Mastery
 Ask the students to present their output in front of the class.
Elaborate

F. Finding practical applications of concepts and skills in daily living

 How important is covalent bond in formation of compounds?

G. Making generalization and abstractions about the lesson

 What is covalent bond?
 Differentiate the two types of covalent bond.

Extend

H. Guide Question:
 The following guide questions are included in analysis part of the activities.

Evaluate
I. Evaluating learning
 The students will answer the given problem below.

Show the covalent bond formation in:

1. CO2
2. NO2
3. PCl3
4. ClBr
5. CH4

J. Assignment
Research five examples of covalent compounds and give their uses.

Reference: DepEd Grade 9 Learners Module Science

V. REMARKS
The lesson was not accomplished due to remediation and enhancement.

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 my6 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
used/discover which I wish to
share with other teachers?

Submitted by: Submitted to:

LOLITA M. MADRIA ESTRELITA M. MACABANTE

Head Teacher VI, Science

Approved by:

HILARIA E. CALMA
Secondary School Principal IV
 Republic of the Philippines
Department of Education
Region III
Schools Division of Nueva Ecija
CABIAO NATIONAL HIGH SCHOOL
Cabiao, Nueva Ecija

Daily Lesson Log in Grade 9 Science

School: Cabiao National High School Grade/Level: 9

Teacher: Lolita M. Madria Quarter:
Subject: Science Date/Time:

I. OBJECTIVES:
A. Content Standard: The Learners demonstrate an understanding of:
1. the development of atomic models that led to the description of
the behavior of electrons within atoms.
B. Performance Standard: The Learners shall be able to:

C. Most Essential Learning Competency:

Recognize the different types of compounds (ionic and covalent) based on
their properties such as melting point, hardness, polarity, and electrical and thermal
conductivity (S9MT- IIb-14).
a. recognize ionic and covalent compounds based on their physical properties.

II. CONTENT: Module 2: Properties of Ionic and Covalent Compounds

III. LEARNING RESOURCES:

D. Reference: Science Grade 9 Module
K-12 Learners Module Science 9
B. Other Learning Resources: DepEd Grade 9 Learners Module Science

IV. Procedure:
Elicit
A. Reviewing previous lesson/Presenting the new lesson
 Opening Prayer
 Let the students have their drill exercise about covalent bond.
Engage
E. Introducing an engaging experience
 Let the students What’s New

C. Presenting the new lesson

Properties of Ionic and Covalent Compounds
Ionic and covalent compounds differ in their properties because the particles in each of these two compounds
are held together by different types of chemical bonds.
Ionic compounds have high melting and boiling points because they are held together by strong electrostatic
forces of attraction, known as ionic bonds. A lot of heat energy is needed to break the strong ionic bonds during
melting or boiling. While covalent compounds are held by weak forces of attraction between molecules. A small
amount of heat energy is required to overcome the weak forces of attraction during melting and boiling.
Ionic compounds are good conductor of electricity when dissolved in water because the positive and negative
ions break free and is able to move freely. The presence of free mobile ions enables ionic compounds to conduct
electricity in the molten or aqueous states. While covalent compounds are composed of simple covalent molecules in
the solid and liquid states. There are no free mobile ions in these two states. Hence, covalent compounds cannot
conduct electricity in the solid and liquid states.
Ionic compounds are composed of ions, these ions are easily hydrated by water molecules. As a result, ionic
compounds are usually soluble in water. In the case of covalent compounds, water cannot hydrate covalent molecules.
That is why covalent compounds are usually insoluble in water.

Explore

D. Discussing new concepts and practicing new skills

 Let the students answer Activity 6: Difference between Ionic and Covalent Compounds
Note: Refer to the given module.
Explain

E. Developing Mastery
 Ask the students to present their output in front of the class.
Elaborate

F. Finding practical applications of concepts and skills in daily living

 How the different properties of compounds help us to understand the types of chemical bond?

G. Making generalization and abstractions about the lesson

 What is the difference between ionic and covalent bond?
Extend

H. Guide Question:
 The following guide questions are included in analysis part of the activities.

Evaluate
I. Evaluating learning
 The students will answer What I Have Learned using their module.
Instruction: I. Read each statement below and fill in the blanks.
1. Ionic bonding is the _____________ of electrons from _________________ to _______________ elements.
2. Covalent bonding is the __________________ of electrons between ______________.
3. Covalent bonding happens when the electronegativity difference between elements is __________________.
4. Ionic bonding takes place when the electronegativity difference between elements is ___________________.
5. Low boiling point and low melting point are general properties of ______________ compounds.
6. ________________ compounds tend to be softer and more flexible.
7. A ______________ is a type of chemical bond that is formed when electrons are unequally shared between atoms.
8. ________________ compounds tend to be hard and brittle.
9. Good electrical conductivity when in solution is a property of ____________ compounds.
10. Ionic compounds tend to have _________ boiling point and ___________ melting point.
11. Salt (NaCl) is an example of ________________ compound.
12. Atoms bond with other atoms to attain _______________.
13. Methane gas (CH4) is an example of ______________ compound.
14. When an atom loses an electron, it becomes a/an ______________.
15. When an atom gains an electron, it becomes a/an ______________.
16. _____________ elements lose electrons in ionic bonding.
17. A _______________ is a type of covalent bond that is formed when electrons are shared equally between atoms.
18. _____________ elements gain electrons in ionic bonding.
19. Nitrogen gas (N2) is a product of _____________ bonding.
20. _______________ compounds are non-conductors of electricity in solid phase and in solution.

J. Assignment
Answer the following.
1. Give at least 3 examples of ionic compound and their uses.
a.
b.
c.
2. Give at least 3 examples of covalent compounds and their uses.
a.
b.
c.
3. List four properties of ionic compounds
a.
b.
c.
d.
4. List four properties of covalent compounds
a.
b.
c.
d.
5. Identify which type of elements usually bond ionically, and explain why this is the case.

6. Identify which type of elements usually bond covalently, and explain why this is the case.

Reference: DepEd Grade 9 Learners Module Science

V. REMARKS
The lesson was not accomplished due to remediation and enhancement.
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 my6 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
used/discover which I wish to
share with other teachers?

Submitted by: Submitted to:

LOLITA M. MADRIA ESTRELITA M. MACABANTE

Head Teacher VI, Science

Approved by:

HILARIA E. CALMA
Secondary School Principal IV
 Republic of the Philippines
Department of Education
Region III
Schools Division of Nueva Ecija
CABIAO NATIONAL HIGH SCHOOL
Cabiao, Nueva Ecija

Daily Lesson Log in Grade 9 Science

School: Cabiao National High School Grade/Level: 9

Teacher: Lolita M. Madria Quarter:
Subject: Science Date/Time:

I. OBJECTIVES:
A. Content Standard: a. Answer all the test questions.
b. Show honesty in answering the test.
B. Performance Standard:
C. Learning Competency:
II. CONTENT: Module 2: Properties of Ionic and Covalent Compounds
III. LEARNING RESOURCES:
B. Reference: Science Grade 9 Module
K-12 Learners Module Science 9
B. Other Learning Resources: DepEd Grade 9 Learners Module Science, test paper

IV. Procedure:
Elicit
A. Reviewing previous lesson/Presenting the new lesson
 Opening Prayer
Engage

B. Introducing an engaging experience

C. Presenting the new lesson

Explore

D. Discussing new concepts and practicing new skills

 Giving instructions/directions for the test.
Explain

E. Developing Mastery
 Distribute the test paper and monitor the students while taking the test.
Elaborate

F. Finding practical applications of concepts and skills in daily living

 Assist the students if there are irregularities while taking the test
 G. Making generalization and abstractions about the lesson

Extend
 Check the test paper
 Record the result

H. Guide Question:

Evaluate
I. Evaluating learning
 QUIZ No. 2

J. Assignment:

 Research about the formation of ions.

Reference: DepEd Grade 9 Learners Module Science

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 my6 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
used/discover which I wish to
share with other teachers?

Submitted by: Submitted to:

 LOLITA M. MADRIA ESTRELITA M. MACABANTE
Head Teacher VI, Science

Approved by:

HILARIA E. CALMA
Secondary School Principal IV

Republic of the Philippines

Department of Education
Region III
Schools Division of Nueva Ecija
CABIAO NATIONAL HIGH SCHOOL
Cabiao, Nueva Ecija

Daily Lesson Log in Grade 9 Science

School: Cabiao National High School Grade/Level: 9

Teacher: Lolita M. Madria Quarter:
Subject: Science Date/Time:

I. OBJECTIVES:
A. Content Standard: The Learners demonstrate an understanding of:
1. the development of atomic models that led to the description of
the behavior of electrons within atoms.
B. Performance Standard: The Learners shall be able to:

C. Most Essential Learning Competency:

Explain how and why cations and anions are formed (S9MT-IIe-f-16):
a. determine the charge on ion(s) formed from given element or compound;
b. distinguish what happens to an atom’s valence electrons when the atom becomes ionized and;
c. recognize the importance of ions in our body and environment.
II. CONTENT: Module 3: Formation of Ions

III. LEARNING RESOURCES:

E. Reference: Science Grade 9 Module
K-12 Learners Module Science 9
B. Other Learning Resources: DepEd Grade 9 Learners Module Science

IV. Procedure:
Elicit (Day 1)
A. Reviewing previous lesson/Presenting the new lesson
 Opening Prayer
 Review ionic and covalent bond.
 Answer Activity 2 in the module entitled What Kind of Bond Am I?
Engage
F. Introducing an engaging experience
 Let the students answer What’s New
 Guide Questions:
1. What are the two elements in the story?
2. Which element gives off electron? Which element recieves electron?
3. How come both elements become happy at the end?

C. Presenting the new lesson

Some elements occur uncombined in nature, the majority exist in compounds. Atoms, the elemental building
blocks of matter, comprises a positively charged nucleus surrounded by a cloud of negatively charged electrons. The
positive charge of the nucleus is often offset exactly by the negative charge of the encircling electrons. For some
elements, it is convenient to lose or gain an electron from the outer shell. It is resulting an atom with a net charge to
form an ion. Many ionized atoms exist. Monoatomic ions are derived from one atom. Polyatomic ions accommodate
two or more covalently bonded atoms that have a net positive or charge because of a deficit or far more than electrons.
How are these substances formed?
How do atoms form ions?
An ion is made up of a single atom or group of atoms (compound ion) that has an electrical charge, either positive or
negative.

A neutral atom has an equal quantity of protons and electrons and so, does not have an overall electric charge.

Atom with incomplete outer electron shells is unstable. To attain stability, atom gains or loses electron(s) to fulfill the
octet rule just like the noble gases, in the valence electron shell. This is how atom becomes ion.

Figure 2: Atom loses electrons Figure 3: Atom gains electrons

How and why does an atom become a positive or negative ion?

The positive ions are formed by the loss of one or more electrons, positive ions are called cations. The most formed
cations of the representative elements are those that involve the loss of all the valence electrons.

The negative ions are formed from the gain of one or more electrons, negative ions are called anions. As usually
happen, nonmetal atoms gain electrons at their outermost principal energy level to achieves an octet.
Why does an atom ionize?
Most atoms do not have a full-filled valence electron. Based on octet rule, outer shells that filled with eight
valence electrons like neon, argon, krypton, xenon, radon, and helium(that has two valence electrons) are the most
stable. Atom that has an extra electron loses electrons or fewer valence electron gains electrons to produce a full octet
and attain the ground state configuration. By removing or adding electron in valence shell, atom attain its stability.
Because one or more electron is added or stripped off to the atom, it is no longer electrically neutral, and an atom is
said to be ionized. A certain charge of an atom forms ion is based on the group or family of the element. This charge
of an ion is expounded to the structure of the periodic table of elements.
Explore

D. Discussing new concepts and practicing new skills

 Let the students answer Activity 4 Draw Me an Ion, Fill Me In and How many Particles in Me
Note: Refer to the given module.
Explain (Day 2)

E. Developing Mastery
 Ask the students to present their output in front of the class.

Elaborate

F. Finding practical applications of concepts and skills in daily living

 How important is ions in our daily life?
G. Making generalization and abstractions about the lesson
 How do atoms form ions?
 How and why does an atom become a positive or negative ion?
Extend

H. Guide Question:
 The following guide questions are included in analysis part of the activities.

Evaluate

I. Evaluating learning
 The students will answer Activity 5 What I have Learned.
 J. Assignment
Make a research about the important ions in our body and atmosphere.
Reference: DepEd Grade 9 Learners Module Science

V. REMARKS
The lesson was not accomplished due to remediation and enhancement.

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 my6 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
used/discover which I wish to
share with other teachers?
 Submitted by: Submitted to:

LOLITA M. MADRIA ESTRELITA M. MACABANTE

Head Teacher VI, Science

Approved by:

HILARIA E. CALMA
Secondary School Principal IV

Republic of the Philippines

Department of Education
Region III
Schools Division of Nueva Ecija
CABIAO NATIONAL HIGH SCHOOL
Cabiao, Nueva Ecija

Daily Lesson Log in Grade 9 Science

School: Cabiao National High School Grade/Level: 9

Teacher: Lolita M. Madria Quarter:
Subject: Science Date/Time:

I. OBJECTIVES:
A. Content Standard: The Learners demonstrate an understanding of:
1. the type of bonds that carbon forms that result in the diversity of carbon
compounds
B. Performance Standard: The Learners shall be able to:

C. Most Essential Learning Competency:

Explain how the structure of carbon atom affects the type of bonds and its forms (S9MT-IIg-17).
a. Explain how carbon atoms able to form many organic compounds
b. Recognize common kinds of alkanes, alkenes and alkynes
c. Explain how to name hydrocarbons and how to write the chemical
formula

II. CONTENT: Module 4: The Carbon Compounds

III. LEARNING RESOURCES:

F. Reference: Science Grade 9 Module
K-12 Learners Module Science 9
B. Other Learning Resources: DepEd Grade 9 Learners Module Science

IV. Procedure:
 Elicit
A. Reviewing previous lesson/Presenting the new lesson
 Opening Prayer
 Let the students have their drill exercise about the formation of ions.
Engage
G. Introducing an engaging experience
 Let the students What’s New (Matching Type)

C. Presenting the new lesson

Hydrocarbons are the simplest and most commonly encountered class of organic compounds. Hydrocarbons
are organic compounds that contain carbon and hydrogen only. A hydrocarbon whose carbon atoms are all linked by a
single bond is called an alkane. On the other hand, a hydrocarbon whose carbon atom are linked by at least one double
bond or triple bond are called alkene and alkyne respectively. The presence of a multiple bond is also another way of
classifying hydrocarbons. Hydrocarbons that have all carbon atoms linked by single bonds are called saturated
hydrocarbons, while those were at least a carbon-carbon double or triple bond is present are called unsaturated
hydrocarbons. Thus, alkanes are saturated hydrocarbons while alkenes and alkynes are unsaturated hydrocarbons.
Hydrocarbons are also classified as aliphatic hydrocarbons and aromatic hydrocarbons. When carbons, in a
hydrocarbon are linked to form a long, straight or branched chain, it is classified as chain type. But when the carbons
are linked to form a ring, the hydrocarbon is called cyclic type. These chain type hydrocarbons (alkanes, alkenes and
alkynes) and their cyclic analogs belong to the aliphatic hydrocarbons. The aromatic hydrocarbons contain the
structural unit called benzene, a six-carbon ring with three alternating double bonds, or closely related rings like
naphthalene.
Alkanes are also called paraffins (meaning low affinity), while alkenes are also called olefins. Hydrocarbons
have a predictable number of carbon and hydrogen atoms. They follow a general formula that makes it easier for us to
predict if a certain compound is an alkane, alkene or alkyne just by looking at the chemical formula of the different
classes of hydrocarbons. The symbol n refers to the number of carbon atoms.
Nomenclature
The system of naming compounds is referred to as nomenclature. In the early history of organic chemistry, the names
of compounds were related to the origin of certain properties of the compounds. With millions of organic compounds,
it became necessary to develop a system of nomenclature. The system adopted was the one recommended by the
International Union of Pure and Applied Chemistry (IUPAC). The rules of this system are as follows:
A. For hydrocarbons (alkane, alkene, alkyne)
1. Select the longest continuous carbon chain in the molecule. Refer to the hydrocarbon name in
table 21.3.
This becomes the base name.

2. Add the following endings to the base name

ane – alkane
ene – alkene
une – alkyne

Thus, the IUPAC names of the following hydrocarbons are:

 Explore

D. Discussing new concepts and practicing new skills

Explain

E. Developing Mastery

Elaborate

F. Finding practical applications of concepts and skills in daily living

G. Making generalization and abstractions about the lesson

Extend

H. Guide Question:

Evaluate
I. Evaluating learning

J. Assignment
Answer the following.

Reference: DepEd Grade 9 Learners Module Science

V. REMARKS
There is no activity in the first day of the lesson “The Carbon Compounds”. The teacher will discuss
only the concept of hydrocarbon and its nomenclature.

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 my6 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
used/discover which I wish to
share with other teachers?

Submitted by: Submitted to:

LOLITA M. MADRIA ESTRELITA M. MACABANTE

Head Teacher VI, Science

Approved by:

HILARIA E. CALMA
Secondary School Principal IV
 Republic of the Philippines
Department of Education
Region III
Schools Division of Nueva Ecija
CABIAO NATIONAL HIGH SCHOOL
Cabiao, Nueva Ecija

Daily Lesson Log in Grade 9 Science

School: Cabiao National High School Grade/Level: 9

Teacher: Lolita M. Madria Quarter:
Subject: Science Date/Time:

I. OBJECTIVES:
A. Content Standard: The Learners demonstrate an understanding of:
1. the type of bonds that carbon forms that result in the diversity of carbon
compounds
B. Performance Standard: The Learners shall be able to:

C. Most Essential Learning Competency:

Explain how the structure of carbon atom affects the type of bonds and its forms (S9MT-IIg-17).
a. Explain how carbon atoms able to form many organic compounds
b. Recognize common kinds of alkanes, alkenes and alkynes
c. Explain how to name hydrocarbons and how to write the chemical
formula

II. CONTENT: Module 4: The Carbon Compounds

III. LEARNING RESOURCES:

G. Reference: Science Grade 9 Module
K-12 Learners Module Science 9
B. Other Learning Resources: DepEd Grade 9 Learners Module Science

IV. Procedure:
Elicit
A. Reviewing previous lesson/Presenting the new lesson
 Opening Prayer
 Let the students have their recitation about the steps of naming hydrocarbons and writing its
structural formula.
Engage

B. Introducing an engaging experience

 Call a students and let them write on the board the general formula of given hydrocarbons.
- Alkane
- Alkyl (side-chain)
- Alkene
- Alkyne

C. Presenting the new lesson

Explore

D. Discussing new concepts and practicing new skills

 Let the students answer Activity 4.1 and 4.2 Naming Hydrocarbons and Writing structural
formula of a given compounds.
Note: Refer to the given module.
 Explain

E. Developing Mastery
 Ask the students to present their output in front of the class.

Elaborate

F. Finding practical applications of concepts and skills in daily living

 How important is hydrocarbons and organic compounds in our daily life?

G. Making generalization and abstractions about the lesson

 What is the system in naming organic compounds?
 Who recommend the system of naming organic compounds?
Extend

H. Guide Question:

Evaluate

I. Evaluating learning
 The students will answer Activity 6 What I have Learned.

J. Assignment
Make a research about functional group.
Reference: DepEd Grade 9 Learners Module Science

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 my6 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
used/discover which I wish to
share with other teachers?

Submitted by: Submitted to:

LOLITA M. MADRIA ESTRELITA M. MACABANTE

Head Teacher VI, Science

Approved by:

HILARIA E. CALMA
Secondary School Principal IV
 Republic of the Philippines
Department of Education
Region III
Schools Division of Nueva Ecija
CABIAO NATIONAL HIGH SCHOOL
Cabiao, Nueva Ecija

Daily Lesson Log in Grade 9 Science

School: Cabiao National High School Grade/Level: 9

Teacher: Lolita M. Madria Quarter:
Subject: Science Date/Time:

I. OBJECTIVES:
A. Content Standard: The Learners demonstrate an understanding of:
1. the type of bonds that carbon forms that result in the diversity of carbon
compounds
B. Performance Standard: The Learners shall be able to:

C. Most Essential Learning Competency:

Explain how the structure of carbon atom affects the type of bonds and its forms (S9MT-IIg-17).
a. Explain how carbon atoms able to form many organic compounds
b. Recognize common kinds of alkanes, alkenes and alkynes
c. Explain how to name hydrocarbons and how to write the chemical
formula

II. CONTENT: Module 4: The Carbon Compounds

III. LEARNING RESOURCES:

H. Reference: Science Grade 9 Module
K-12 Learners Module Science 9
B. Other Learning Resources: DepEd Grade 9 Learners Module Science

IV. Procedure:
Elicit
A. Reviewing previous lesson/Presenting the new lesson
 Opening Prayer
 Let the students have their drill in naming and writing hydrocarbons.
Engage

B. Introducing an engaging experience

 Call a students and let them write on the board the general formula of given hydrocarbons.
- Alkane
- Alkyl (side-chain)
- Alkene
- Alkyne

C. Presenting the new lesson

Functional Groups
Organic compounds are classified based on the functional group in the molecule. Functional groups are
atoms or group of atoms and bonds that confer specific properties on molecule. There are some functional groups
most frequently encountered in organic chemistry. The symbol R represents the remainder of the molecule.
Explore

D. Discussing new concepts and practicing new skills

 Let the students answer Activity 7:
 Choose a consumer product you have at home and list the different organic compounds that it
contains. Determine its class of organic compound by simply determining its name. Explain
the basis of your classification
Note: Refer to the given module.
Explain

E. Developing Mastery
 Ask the students to present their output in front of the class.

Elaborate

F. Finding practical applications of concepts and skills in daily living

 How important is hydrocarbons and organic compounds in our daily life?

G. Making generalization and abstractions about the lesson

 What are functional groups?
Extend

H. Guide Question:

Evaluate

I. Evaluating learning
 The students will construct their own model of hydrocarbons base on what they have learned
from the lesson. Use the set of models found in the laboratory room. This is graded and part
of their performance task.
 J. Assignment
 Prepare for a quiz next meeting.
Reference: DepEd Grade 9 Learners Module Science

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 my6 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
used/discover which I wish to
share with other teachers?

Submitted by: Submitted to:

LOLITA M. MADRIA ESTRELITA M. MACABANTE

Head Teacher VI, Science

Approved by:

HILARIA E. CALMA
Secondary School Principal IV
 Republic of the Philippines
Department of Education
Region III
Schools Division of Nueva Ecija
CABIAO NATIONAL HIGH SCHOOL
Cabiao, Nueva Ecija

Daily Lesson Log in Grade 9 Science

School: Cabiao National High School Grade/Level: 9

Teacher: Lolita M. Madria Quarter:
Subject: Science Date/Time:

I. OBJECTIVES:
A. Content Standard: a. Answer all the test questions.
b. Show honesty in answering the test.
B. Performance Standard:
C. Learning Competency:
II. CONTENT: Module 3-4: Ions and Organic Compounds
III. LEARNING RESOURCES:
C. Reference: Science Grade 9 Module
K-12 Learners Module Science 9
B. Other Learning Resources: DepEd Grade 9 Learners Module Science, test paper

IV. Procedure:
Elicit
A. Reviewing previous lesson/Presenting the new lesson
 Opening Prayer
Engage

B. Introducing an engaging experience

C. Presenting the new lesson

Explore

D. Discussing new concepts and practicing new skills

 Giving instructions/directions for the test.
Explain

E. Developing Mastery
 Distribute the test paper and monitor the students while taking the test.
Elaborate

F. Finding practical applications of concepts and skills in daily living

 Assist the students if there are irregularities while taking the test
G. Making generalization and abstractions about the lesson

Extend
 Check the test paper
 Record the result

H. Guide Question:

Evaluate
I. Evaluating learning
 QUIZ No. 3
 J. Assignment:

 Research about the formation of ions.

Reference: DepEd Grade 9 Learners Module Science

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 my6 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
used/discover which I wish to
share with other teachers?

Submitted by: Submitted to:

LOLITA M. MADRIA ESTRELITA M. MACABANTE

Head Teacher VI, Science

Approved by:

HILARIA E. CALMA
Secondary School Principal IV
 Republic of the Philippines
Department of Education
Region III
Schools Division of Nueva Ecija
CABIAO NATIONAL HIGH SCHOOL
Cabiao, Nueva Ecija

Daily Lesson Log in Grade 9 Science

School: Cabiao National High School Grade/Level: 9

Teacher: Lolita M. Madria Quarter:
Subject: Science Date/Time:

I. OBJECTIVES:
A. Content Standard: The Learners demonstrate an understanding of:
1. the unit, mole, that quantitatively measures the number of very small
particles of matter

B. Performance Standard: The Learners shall be able to:

1. analyze the percentage composition of different brands of two food
products and decide on the products’ appropriate percentage composition

C. Most Essential Learning Competency:

use the mole concept to express the mass of a substance (S9MT-IIi-19).
a. define mole, Avogadro’s number, and molar mass,
b. state the relationship in mole, mass, and the number of particles,
c. calculate the molar mass, moles, and number of particles of a substance using dimensional analysis.

II. CONTENT: Module 6: Molar Mass

III. LEARNING RESOURCES:

I. Reference: Science Grade 9 Module
K-12 Learners Module Science 9
B. Other Learning Resources: DepEd Grade 9 Learners Module Science

IV. Procedure:
Elicit
A. Reviewing previous lesson/Presenting the new lesson
 Opening Prayer
 Let the students give examples of organic compounds and its uses.
Engage

B. Introducing an engaging experience

- Let the students answer What Am I? Activity 2. Refer to the given module by the
teacher.

C. Presenting the new lesson

Counting ordinary objects like shoes, rose, eggs, and bond paper is quite easy. On the other hand, a more
convenient way to handle calculations in chemistry is by defining a specific number of particles (atom, molecule or
ion) in the same manner as we define a pair of shoes, a dozen eggs and a ream of bond paper. Chemists able to count
atoms and molecules by relating number to mass. They have created a counting unit called mole. A mole (n) is
defined as the number of particles (atoms, molecules, or ions) present in exactly 12 grams of carbon-12. One mole of
any substance consists of 6.02 x 1023 particles such as This number is called Avogadro’s number (N), in honor of the
Italian physicist and chemist Amadeo Avogadro.
1 mol = 6.02 x 1023 atoms (unit used for element)
1 mol = 6.02 x 1023 molecules (unit used for covalent compounds)
1 mol = 6.02 x 1023 formula units or ions (unit used for ionic compounds)
Molar mass
To make measurements of mass useful, we must express chemical quantities at the macroscopic levels using the
molar mass, the mass in grams of one mole of a substance. The unit of molar mass follows from the definition, grams
per mole (g/mol). Mathematically, this can be expressed as
Molar mass = mass/mole = g/mol
The following diagram in explaining the computations about the mole concept. This will further demonstrate the
relationships among the mass, number of particles, and number of moles of the substances under study.
Calculations in the relationship among the number of particles, mass, and moles
Conversion from mass to mole, mole to the number of particles and vice versa can be determined using dimensional
analysis. Its goal is to cancel out units other than the desired units using fixed relationships. The diagram below is
used to interconvert the mass of a substance in grams and the number of particles (atom, molecule, or ion). It is
important to note that conversion from mass to the number of particles involves the conversion of mass (grams) to
mole followed by the conversion mole to the number of particles.

Explore

D. Discussing new concepts and practicing new skills

 Let the students answer Activity 6: Molar Mass Masterrific

Explain

E. Developing Mastery
 Ask the students to present their output in front of the class.

Elaborate

F. Finding practical applications of concepts and skills in daily living

 How pieces of matter quantify in real life situations?

G. Making generalization and abstractions about the lesson

 What is molar mass?
Extend

H. Guide Question:

Evaluate

I. Evaluating learning
Solve the given problem and show your solution.
 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 13.00 g 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?

J. Assignment
 Study percentage composition.
Reference: DepEd Grade 9 Learners Module Science

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 my6 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
used/discover which I wish to
share with other teachers?

Submitted by: Submitted to:

LOLITA M. MADRIA ESTRELITA M. MACABANTE

Head Teacher VI, Science

Approved by:

HILARIA E. CALMA
Secondary School Principal IV
 Republic of the Philippines
Department of Education
Region III
Schools Division of Nueva Ecija
CABIAO NATIONAL HIGH SCHOOL
Cabiao, Nueva Ecija

Daily Lesson Log in Grade 9 Science

School: Cabiao National High School Grade/Level: 9

Teacher: Lolita M. Madria Quarter:
Subject: Science Date/Time:

I. OBJECTIVES:
A. Content Standard: The Learners demonstrate an understanding of:
a. the unit, mole, that quantitatively measures the number of very small particles of matter.
B. Performance Standard: The Learners shall be able to:
a. analyze the percentage composition of different brands of two food products and decide on the products
‘appropriate percentage composition
C. Learning Competency:
A. Discuss the concept of mole.
B. Solve problems involving mole/particles.
II. CONTENT: What is Mole?
A. Mole

III. LEARNING RESOURCES:

A. Reference: K-12 Learners Module Science 9
B. Other Learning Resources: power point presentation

IV. Procedure:
Elicit
A. Reviewing previous lesson/Presenting the new lesson
 Opening Prayer
 What is the similarity of aldehydes and ketones?
Engage

B. Introducing an engaging experience

 Let the students have their drill in writing the condensed structural formula of hydrocarbons.
C. Presenting the new lesson

 The Avogadro's number is the number of particles in one mole of a substance. It is a

very large number equal to 6.02 x 10 23 particles. So, a mole (mol) of a substance is 6.02 x
10 23 representative particles of that substance. The representative particles can be atoms,
molecules, or formula units. So, one mole of carbon-12 contains 6.02 x 10 23 atoms, one
mole of water contains 6.02 x 10 23 water molecules and one mole of sodium chloride (table
salt) contains 6.02 x 10 23 formula units of sodium chloride. For you to figure out how large
the Avogadro’s number is, try to imagine this, “if you put together 6.02 x 10 23 basketballs,
it will be as big as Earth or if you have 6.02 x 10 23 rice grains, it would cover the land
masses of the Earth to a depth of 75 meters.”
Example:How many molecules are there in 4.0 moles of CO2?
To answer this question you have to consider this:
1 mole = 6.02 x 10 23 particles
Thus, using dimensional analysis approach you will be able to convert number of moles to its equivalent
amount in the number of particles.

4.0 moles CO2 x 6.02 x 1023 molecules CO2 = 2.41 x 1024molecules CO2
1 mole CO2
 Explore

D. Discussing new concepts and practicing new skills

 Let the students answer the given exercises.
a. How many mongo seeds are equal to 3.50 moles of mongo seeds?
b. How many bananas are equal to 7.50 moles of bananas?
c. How many moles of rice grains are equal to 1.807 x 10 24grains of rice?
d. How many moles of tomatoes are in 3.01 x 10 23tomatoes?

Explain
E. Developing Mastery
 Ask the students to present their output and check their answers.
Elaborate

F. Finding practical applications of concepts and skills in daily living

 How pieces of matter quantify in real life situations?

G. Making generalization and abstractions about the lesson

 How is the mole used to express the mass of a substance?
Extend

H. Guide Question:
Evaluate
I. Evaluating learning
 How many atoms of Cu are present in 35.4 g of Cu?
 How many atoms of K are present in 78.4 g of K?

J. Assignment
 Study molar mass.

Reference: Science Learners Material

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 my6 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 used/discover
which I wish to share with other
teachers?

Submitted by: Submitted to:

LOLITA M. MADRIA ESTRELITA M. MACABANTE

Head Teacher VI, Science

Approved by:

HILARIA E. CALMA
Secondary School Principal IV
 Republic of the Philippines
Department of Education
Region III
Schools Division of Nueva Ecija
CABIAO NATIONAL HIGH SCHOOL
Cabiao, Nueva Ecija

Daily Lesson Log in Grade 9 Science

School: Cabiao National High School Grade/Level: 9

Teacher: Lolita M. Madria Quarter:
Subject: Science Date/Time:

I. OBJECTIVES:
A. Content Standard: The Learners demonstrate an understanding of:
1. the unit, mole, that quantitatively measures the number of very small
particles of matter

B. Performance Standard: The Learners shall be able to:

1. analyze the percentage composition of different brands of two food
products and decide on the products’ appropriate percentage composition

C. Most Essential Learning Competency:

Determine the percentage composition of a compound given its chemical formula
and vice-versa.(S9MT-IIj-20)
a. explain percentage composition.
b. solve for percentage composition of a given compound.
c. apply the concept of percentage composition in everyday life.

II. CONTENT: Module 7: Percentage Composition

III. LEARNING RESOURCES:

J. Reference: Science Grade 9 Module
K-12 Learners Module Science 9
B. Other Learning Resources: DepEd Grade 9 Learners Module Science

IV. Procedure:
Elicit
A. Reviewing previous lesson/Presenting the new lesson
 Opening Prayer
 Let the students answer problems about molar mass.
Engage

B. Introducing an engaging experience

- Let the students answer What’s In? Activity 2. Refer to the given module by the teacher.

C. Presenting the new lesson

Percentage Composition of a compound describes the percentage of the mass made up by certain element
within that chemical compound. Chemist needs to know what elements are contained in a compound and in what
percentage. Instead of using ratio, chemist use percentages to express conveniently the composition of a compound.

The percentage composition is the percent by mass of each element in a compound. A compound is having of
two or more elements. For example, Carbon dioxide (CO2) it has one atom of carbon and two atoms of oxygen.
Percent defined as parts per hundred. To solve the percentage composition, we need the molecular formula and the
molar mass of each element given in a compound. The formula for percent composition is written below:
% composition= (mass of an element per mole/molar mass of compound) x 100
Here are the steps on how to solve the percentage composition:
EXAMPLE 1
Water is the most abundant compound in our solar system, is composed of hydrogen and oxygen. The molecular
formula is H2O. It has two moles of hydrogen atoms and one mole of oxygen atoms. Determine the percentage
composition of the elements in water (H2O).
Step 1:
List the known quantities and identify the number of atoms in each element.
H = 2 , O= 1
Step 2:
Get the molar mass of the element. This is equivalent to the atomic mass of the element multiplied by the number of
its atoms in the compound. Use your periodic table in getting the atomic mass of each element.
 Explore

D. Discussing new concepts and practicing new skills

 Let the students answer Activity 4: Percentage Composition of Some Common Materials
Explain

E. Developing Mastery
 Ask the students to present their output in front of the class.

Elaborate

F. Finding practical applications of concepts and skills in daily living

 How pieces of matter quantify in real life situations?

G. Making generalization and abstractions about the lesson

 What is percentage composition?
Extend

H. Guide Question:

Evaluate

I. Evaluating learning
Solve the following and show your solution.
a. SO2
b. Na2CO3
c. FeCO3
d. CaCO3
e. Fe(OH)3
J. Assignment
 Prepare for a quiz next meeting.
Reference: DepEd Grade 9 Learners Module Science

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 my6 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
used/discover which I wish to
share with other teachers?

Submitted by: Submitted to:

LOLITA M. MADRIA ESTRELITA M. MACABANTE

Head Teacher VI, Science

Approved by:

HILARIA E. CALMA
Secondary School Principal IV
 Republic of the Philippines
Department of Education
Region III
Schools Division of Nueva Ecija
CABIAO NATIONAL HIGH SCHOOL
Cabiao, Nueva Ecija

Daily Lesson Log in Grade 9 Science

School: Cabiao National High School Grade/Level: 9

Teacher: Lolita M. Madria Quarter:
Subject: Science Date/Time:

I. OBJECTIVES:
A. Content Standard: The Learners demonstrate an understanding of:
1. the unit, mole, that quantitatively measures the number of very small
particles of matter

B. Performance Standard: The Learners shall be able to:

1. analyze the percentage composition of different brands of two food
products and decide on the products’ appropriate percentage composition

C. Most Essential Learning Competency:

Determine the percentage composition of a compound given its chemical formula
and vice-versa.(S9MT-IIj-20)
a. explain percentage composition.
b. solve for percentage composition of a given compound.
c. apply the concept of percentage composition in everyday life.

II. CONTENT: Module 7: Percentage Composition

III. LEARNING RESOURCES:

K. Reference: Science Grade 9 Module
K-12 Learners Module Science 9
B. Other Learning Resources: DepEd Grade 9 Learners Module Science

IV. Procedure:
Elicit
A. Reviewing previous lesson/Presenting the new lesson
 Opening Prayer
 Let the students identify the chemical formula of the following compounds:
1. potassium
permanganate
2. calcium carbide
3. ammonium acetate
4. magnesium sulfate
5. calcium bicarbonate
 Engage

B. Introducing an engaging experience

- Let the students give the molar mass of each compounds presented above.

C. Presenting the new lesson

The percentage composition of an element in a compound is the mass percentage of the element
present in the compound. It tells the mass percentage of each element present in a compound.
By knowing the mass percentage of each element in a compound, we can determine the
molecular
formula (or empirical formula if the molar mass of the compound is unknown).

Explore

D. Discussing new concepts and practicing new skills

 Let the students answer Activity 5: Duh Substance!

Explain
E. Developing Mastery
 Ask the students to present their output and check their answers.
Elaborate

F. Finding practical applications of concepts and skills in daily living

 How pieces of matter quantify in real life situations?

G. Making generalization and abstractions about the lesson

 What is the application of percentage composition of a substance?
Extend

H. Guide Question:
Evaluate
I. Evaluating learning
Solve the given problem. Write your calculations on the provided answer sheet. (5 points)
Paracetamol (C8H9NO2) an organic compound made up of C, H, O and N. It is a common medicine to
treat fever and pain because it is an anti-inflammatory drug. Determine the elemental percentage composition
of a paracetamol.
J. Assignment
 Prepare for a quiz next meeting.

Reference: Science Learners Material

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 my6 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 used/discover which I
wish to share with other teachers?

Submitted by: Submitted to:

LOLITA M. MADRIA ESTRELITA M. MACABANTE

Head Teacher VI, Science

Approved by:

HILARIA E. CALMA
Secondary School Principal IV
 Republic of the Philippines
Department of Education
Region III
Schools Division of Nueva Ecija
CABIAO NATIONAL HIGH SCHOOL
Cabiao, Nueva Ecija

Daily Lesson Log in Grade 9 Science

School: Cabiao National High School Grade/Level: 9

Teacher: Lolita M. Madria Quarter:
Subject: Science Date/Time:

I. OBJECTIVES:
A. Content Standard: a. Answer all the test questions.
b. Show honesty in answering the test.
B. Performance Standard:
C. Learning Competency:
II. CONTENT: Module 6-7: Molar Mass and Percentage Composition
III. LEARNING RESOURCES:
D. Reference: Science Grade 9 Module
K-12 Learners Module Science 9
B. Other Learning Resources: DepEd Grade 9 Learners Module Science, test paper

IV. Procedure:
Elicit
A. Reviewing previous lesson/Presenting the new lesson
 Opening Prayer
Engage

B. Introducing an engaging experience

C. Presenting the new lesson

Explore

D. Discussing new concepts and practicing new skills

 Giving instructions/directions for the test.
Explain

E. Developing Mastery
 Distribute the test paper and monitor the students while taking the test.
Elaborate

F. Finding practical applications of concepts and skills in daily living

 Assist the students if there are irregularities while taking the test
G. Making generalization and abstractions about the lesson

Extend
 Check the test paper
 Record the result

H. Guide Question:

Evaluate
I. Evaluating learning
 QUIZ No. 4
 J. Assignment:

 Research about the formation of ions.

Reference: DepEd Grade 9 Learners Module Science

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 my6 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
used/discover which I wish to
share with other teachers?

Submitted by: Submitted to:

LOLITA M. MADRIA ESTRELITA M. MACABANTE

Head Teacher VI, Science

Approved by:

HILARIA E. CALMA
Secondary School Principal IV
 Republic of the Philippines
Department of Education
Region III
Schools Division of Nueva Ecija
CABIAO NATIONAL HIGH SCHOOL
Cabiao, Nueva Ecija

Daily Lesson Log in Grade 9 Science

School: Cabiao National High School Grade/Level: 9

Teacher: Lolita M. Madria Quarter:
Subject: Science Date/Time:

I. OBJECTIVES:
A. Content Standard:
B. Performance Standard:
C. Learning Competency:
II. CONTENT: Module 1- Quantum Mechanical Model of the Atom
Module 2- Properties of Ionic and Covalent Compounds
Module 3- Formation of Ions
Module 4- The Carvon Compounds
Module 5- Organic Compounds: Classes and Uses
Module 6- Molar Mass
Module 7- Percentage Compositin
III. LEARNING RESOURCES:
E. Reference: Science Grade 9 Module
K-12 Learners Module Science 9
B. Other Learning Resources: DepEd Grade 9 Learners Module Science, test paper

IV. Procedure:
Elicit
A. Reviewing previous lesson/Presenting the new lesson
 Opening Prayer
Engage

B. Introducing an engaging experience

C. Presenting the new lesson

Explore

D. Discussing new concepts and practicing new skills

 Instruct the students to complete the activities for this quarter.
 Give them the pointers for the summative test.
Explain

E. Developing Mastery
 Remind the students about their performance tasks.
Elaborate

F. Finding practical applications of concepts and skills in daily living

 Assist the students if there are irregularities while doing the activities and tasks.
G. Making generalization and abstractions about the lesson

Extend
 Checking of performance task and portfolio.
 Record their output.

H. Guide Question:
 Evaluate
I. Evaluating learning
 Remediation/Completion

J. Assignment:

 Research some diseases related to respiratory and circulatory systems.

Reference: DepEd Grade 9 Learners Module Science

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 my6 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 used/discover
which I wish to share with other
teachers?

Submitted by: Submitted to:

LOLITA M. MADRIA ESTRELITA M. MACABANTE

Head Teacher VI, Science

Approved by:

HILARIA E. CALMA
Secondary School Principal IV
 Republic of the Philippines
Department of Education
Region III
Schools Division of Nueva Ecija
CABIAO NATIONAL HIGH SCHOOL
Cabiao, Nueva Ecija

Daily Lesson Log in Grade 9 Science

School: Cabiao National High School Grade/Level: 9

Teacher: Lolita M. Madria Quarter:
Subject: Science Date/Time:

I. OBJECTIVES:
A. Content Standard: a. Answer all the test questions.
b. Show honesty in answering the test.
B. Performance Standard:
C. Learning Competency:
II. CONTENT: Module 1- Quantum Mechanical Model of the Atom
Module 2- Properties of Ionic and Covalent Compounds
Module 3- Formation of Ions
Module 4- The Carvon Compounds
Module 5- Organic Compounds: Classes and Uses
Module 6- Molar Mass
Module 7- Percentage Compositin

III. LEARNING RESOURCES:

F. Reference: Science Grade 9 Module
K-12 Learners Module Science 9
B. Other Learning Resources: DepEd Grade 9 Learners Module Science, test paper

IV. Procedure:
Elicit
A. Reviewing previous lesson/Presenting the new lesson
 Opening Prayer
Engage

B. Introducing an engaging experience

C. Presenting the new lesson

Explore

D. Discussing new concepts and practicing new skills

 Giving instructions/directions for the test.
Explain

E. Developing Mastery
 Distribute the test paper and monitor the students while taking the test.
Elaborate

F. Finding practical applications of concepts and skills in daily living

 Assist the students if there are irregularities while taking the test
G. Making generalization and abstractions about the lesson

Extend
 Check the test paper
 Record the result

H. Guide Question:
 Evaluate
I. Evaluating learning
 Second Quarterly Examination

J. Assignment:

 Research some diseases related to respiratory and circulatory systems.

Reference: DepEd Grade 9 Learners Module Science

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 my6 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 used/discover
which I wish to share with other
teachers?

Submitted by: Submitted to:

LOLITA M. MADRIA ESTRELITA M. MACABANTE

Head Teacher VI, Science

Approved by:

HILARIA E. CALMA
Secondary School Principal IV