Republic of the Philippines

MINDANAO STATE UNIVERSITY AT NAAWAN

College of Education and Social Sciences
Department of Secondary and Elementary Education
Naawan, Misamis Oriental

Name: Voks Agustin O. Balo Date: November 15, 2022

Cooperating Teacher: Marife Y Bongcayao Cooperating School: Lugait National
Highschool

Lesson Plan in General Chemistry

Garde Level Grade 10

Learning Outcomes
The learners:
1. Define a mole
2. Illustrate Avogadro’s number with examples
3. Determine the molar mass of elements and compounds
4. Calculate the mass of a given number of moles of an element or compound or vice
versa
5. Calculate the mass of a given number of particles of an element or compound or vice
versa

Learning Content
 Stoichiometry
1. Atomic mass
2. Avogadro’s number
3. The mole concept

Learning Resources

a. Reference

Supplemental Modules (Physical and Theoretical Chemistry). The Mole and Avogadro’s
Constant. (2022,
September 11).p.1 - 5
 Retrieved from: https://chem.libretexts.org/@go/page/1338

b. Other Learning Resources

 PowerPoint Presentation

Lesson Procedure

A. Preliminary Activities

1. Greetings
2. Prayer
3. Checking of Attendance
4. Introduce class rules and reminders

B. Lesson Proper
C. Present the lesson through showing pictures and let the students identify the counting
units of the following examples;

 Ask the students how to count quantity of very small particles of atoms, ions and molecules.

 Ask the students why we don't use atoms and molecules in terms of identifying the quantity of
dozens or pairs and further explain the concept of mole.

Concept definition:

The mole (mol) is a term used to refer to the quantity of particles of a substance such as atoms,
ions, molecules or formula units that is equal to the Avogadro's number, which is 6.02 x 10 23.

 Let the students analyze the mole concept in relation to Avogadro's number and explain the
information denotes in the concept map below.
 Group the students into 5 groups and let them answer the following question.

 What weighs more, a mole of H2O or a mole of CO2? Give accurate solutions.

 How many particles is in 6.54 grams of Nitrogen

 After the students finished the group activity, each group will select a representative explain and
discuss their answer in front of the class.

 The teacher will further discuss the lesson and clarify the activity given to the students.

Concept definition:
Mole refers to an Avogadro's number of particles of matter. The mass of 1 mole of an
element or compound is called molar mass (MM), which is numerically equal to the
atomic mass of the element, the molecular mass of covalent compound, or the formula
mass of an ionic compound. Expressed in g/mol, the molar mass is obtained as the sum of
the product of the atomic masses and the number of atoms of every element that comprise
the compound.

Example problem:

1. Calculate the molar mass of sodium phosphate (Na 3PO4). What will be the mass in
grams of 2 moles of Na3PO4?

The mole concept and Avogadro's number allow for the calculation of the number of
particles from a given number of moles and vice versa. They are also used to convert the
mole of a substance to its mass and vice versa.

 Relate the concept of mole in solving the number of particles given the number of moles or mass
and vice versa with the provided examples below;

1. How many particles are there in 2 moles of CO 2?

2. Determine the mass of 3.0 x 1023 atoms of Carbon.

 Test the understanding of the students by answering problems which will serve as an evaluation
component of the lesson.

Instruction: In a 1 whole sheet of paper, answer and give what is asked in the following
problems.
 1. Calculate the mass of 5.55 moles of H2.
2. How many particles is present in 100 grams of NaCl?
3. The number of moles present in 3.25 grams of CH4?
4. Calculate the molar mass for C6H12O6.
5. How many particles of Au are present in 87 grams sample of gold bar?

 Finish the lesson by giving the students an assignment to be pass on the next meeting.

Instruction: Answer the given question below and complete the table with the needed
information. Write your output in a 1 whole sheet of paper.

 Why is quantifying matter in atomic scale important?

Substance Molar Mass Representative Given mass Number of Number of

Particle moles particles

Sodium
Chloride _______ Formula unit 87.05 ________ ___________
(NaCl)

Carbon
44.01 _____________ ______ ________ 1.23 x 1024
Dioxide

Silicon _______ atom ______ 4 ___________

Calcium
fluoride 78.07 _____________ 100 ________ ___________
(CaF2)

Water 18.02 _____________ ______ 2.50 ___________

 The Department of Education has issued Department Order 42s 2016, Policies Guidelines on
Daily Lesson Preparation For the K to 12 Basic Education Program.
These are the templates for the Detailed Lesson Plan (DLP) and Daily Lesson Log (DLL).

Instructional Plan
(The process of systematically planning, developing, evaluating and managing the instructional process by using
principles of teaching and learning - D.O. 42, s, 2016)
Detailed Lesson Plan (DLP) Format

School Lugait National HighsSchool Grade Level Grade 11

Teacher Voks Agustin O. Balo Learning Areas General Chemistry

Time & Dates Tuesday- Friday Quarter 1st Semester - 1st quarter

I. OBJECTIVES

A. Content Standards The learners demonstrate an understanding of:

 the mole concept in relation to Avogadro’s number and

mass

B. Performance Standards The learners shall be able to:

 design using multimedia, demonstrations, or models, a

representation or simulation of any of the following:

a. atomic structure

b. gas behavior

c. mass relationships in reactions

C. Learning Competencies/Objectives The learners are expected to:

 Write the LC code for each  Define a mole
 Illustrate Avogadro’s number with examples
 Determine the molar mass of elements and compounds
 Calculate the mass of a given number of moles of an
element or compound or vice versa

 Calculate the mass of a given number of particles of an

element or compound or vice versa

II. CONTENT The mole concept in relation to Avogadro’s number and mass

III. LEARNING RESOURCES

A. References Bayqueen, A. V. and Peña, G.T., (2016). "Exploring Life

Through Science". General Chemistry. Phoenix Publishing
House, Inc., p.77 - 84. ISBN 978-971-06-3892-5

1. Teachers’ Guide pages Page 1 and 2

2. Learners’ Materials pages Pages 77 - 84

3. Textbook pages Pages 77 - 84

4. Additional Materials from Learning Supplemental Modules (Physical and Theoretical Chemistry). The
Resource (LR) portal Mole and Avogadro’s Constant. (2022, September 11).p.1 - 5

Retrieved from: https://chem.libretexts.org/@go/page/1338

IV. PROCEDURES
A. Reviewing previous lesson or  Present the lesson through showing pictures and let the students
presenting the new lesson identify the counting units of the following examples;

B. Establishing a purpose for the lesson  Ask the students how to count quantity of very small particles of
atoms, ions and molecules.

C. Presenting examples/ instances of the

new lesson  Ask the students why we don't use atoms and molecules in
terms of identifying the quantity of dozens or pairs and
further explain the concept of mole.

Concept definition:

The mole (mol) is a term used to refer to the quantity of

particles of a substance such as atoms, ions, molecules or
formula units that is equal to the Avogadro's number, which
is 6.02 x 1023.

D. Deciding new concepts and practicing  Let the students analyze the mole concept in relation to
new skills #1 Avogadro's number and explain the information denotes in
the
concept
map
below.

E. Discussing new concepts and  Group the students into 5 groups and let them answer the
practicing new skills #2 following question.
a. What weighs more, a mole of H2O or a mole of
CO2? Give accurate solutions.
b. How many particles is in 6.54 grams of Nitrogen?
F. Developing mastery (Leads to  After the students finished the group activity, each group
Formative Assessment 3) will select a representative explain and discuss their answer
in front of the class.
 The teacher will further discuss the lesson and clarify the
activity given to the students.

Concept definition:
Mole refers to an Avogadro's number of particles of
matter. The mass of 1 mole of an element or
compound is called molar mass (MM), which is
numerically equal to the atomic mass of the
element, the molecular mass of covalent compound,
or the formula mass of an ionic compound.
Expressed in g/mol, the molar mass is obtained as
the sum of the product of the atomic masses and the
number of atoms of every element that comprise the
compound.

Example problem:

2. Calculate the molar mass of sodium phosphate

(Na3PO4). What will be the mass in grams of 2
moles of Na3PO4?

The mole concept and Avogadro's number allow for

the calculation of the number of particles from a
given number of moles and vice versa. They are
also used to convert the mole of a substance to its
mass and vice versa.

G. Finding practical application of

concepts and skills in daily living  Relate the concept of mole in solving the number of
particles given the number of moles or mass and vice versa
with the provided examples below;

a. How many particles are there in 2 moles of CO 2?

b. Determine the mass of 3.0 x 1023 atoms of Carbon.
H. Making generalizations and  Ask question to the students and explain the concept of the
abstractions about the lesson lesson or topic.

a. Why is quantifying matter in atomic scale

important?

I. Evaluating learning  Test the understanding of the students by answering

problems which will serve as an evaluation component of
the lesson.

Instruction: In a 1 whole sheet of paper, answer and give

what is asked in the following problems.

6. Calculate the mass of 5.55 moles of H2.

7. How many particles is present in 100 grams of NaCl?
8. The number of moles present in 3.25 grams of CH4?
9. Calculate the molar mass for C6H12O6.
10. How many particles of Au are present in 87 grams
sample of gold bar?