CONTENT: Matter

CONTENT STANDARDS: The learners demonstrate an understanding of the unit, mole, that
Quantitatively measures the number of very small particles of matter.

PERFORMANCE STANDARDS: The learners shall be able to analyze the percentage

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

LEARNING COMPETENCIES: S9MT-IIj 20

Day 1
I. Learning Objectives

1. Compute for the percentage composition of common house compounds

2. Realize that the amount of substance intake can be monitored with the use of
percentage composition.

II. Subject Matter

A. Topic: What's in a Mole?

Sub Topic: Counting by Mass

B. Concepts: Measurement of the mass of a given number of objects.

C. Materials: Calculator, PTE

D. References: -EASE Science II Chemistry Module 16, Lesson 4

-Chemistry Text Book for Third Year
By: Mapa, Amelia P., Ph.D., et.al.1999, pp.157 -158

E. Process / Skills: Determination and Computation

F. Values Integration: Being aware in the measurement of the mass of an object.

III. Learning Task

1. Motivation: Can you count how many moles you have in your body?

2. Review: - What do we mean by a mole?

FIVE E’s
Pedagogical Approach: Constructivism

ENGAGE: Pre Evaluate (Module 4)

EXPLORE: To learn about how to determine the mass of an object, the learners will do
Explore 1 (Counting by Getting the Mass of an Object), pp. 65-66 of the
Leaners' Module.
EXPLAIN: Do different materials have the same mass?

ELABORATE:
1.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.
Prepared by: Ms. Mary Jane Gatpo Daquilanea, T -1
New Era National High School
 * Having an experience in counting by getting the mass, give some ways in which
you can apply this procedure in daily life situations.

EVALUATE: ( Quiz or Rubrics )

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 4 grains of rice?

d. How many moles of tomatoes are in 3.01 x 1023 tomatoes?

IV. Agreement / Assignment:

Name Five common compound that you can find inside your house and explain the
composition of it in your notebook.

Prepared by: Ms. Mary Jane Gatpo Daquilanea, T -1

New Era National High School
LEARNING COMPETENCIES: S9MT-IIj 20
Day 2

I. Learning Objectives
1. formulate an improvement of percentage composition of a product to increase its
Quality.

II. Subject Matter

A. Topic: What's in a Mole?
Sub Topic: Total Count vs. Mass

B. Concepts: Measurement of the mass of a given number of objects.

C. Materials: Calculator

D. References: -EASE Science II Chemistry Module 16, Lesson 4

-Chemistry Text Book for Third Year
By: Mapa, Amelia P., Ph.D., et.al.1999, pp.157 -158

E. Process / Skills: Determination and Computation

F. Values Integration: Being aware in the measurement of the mass of an object.

III. Learning Task

1. Motivation: Artisticly design your visual aid in presenting your assignment.

2. Review: The student will present the summary of their assignment by group in a
manila paper: Common compounds they find inside their house.

FIVE E’s
Pedagogical Approach: Collaborative.

ENGAGE: Do substances with the same mass have the same number of particles?
EXPLORE: To learn about how to determine the mass of an object, the learners will do
Explore 2 (Total Count vs. Mass), pp. 65-66 of the Leaners' Module.
EXPLAIN: 1. Do different materials have the same mass?
ELABORATE: 1. You have observed from this Explore that although you have the same
number of items, different objects will have different masses. In the same way,
one mole of different substances always contains 6.02 x 10 23 particles but each
of these substances has a different mass.
EVALUATE: ( Quiz or Rubrics ) from their assignment.
Points
5 -- Group presented complete copy of their assignment without mistake.
4 -- Group presented complete copy of their assignment with one mistake.
3 -- Group presented incomplete copy of their assignment without mistake.
2 -- Group presented incomplete copy of their assignment with mistake.
1 -- Group presented their assignment without the contribution of almost half of
their group member with or without mistake.
IV. Agreement / Assignment:
What is a Molar Mass? ( define )
Note some of important terms in studying molar mass.
Ref: ChemistryIII Textbook.
By: Mapa, Amelia P. ,Ph.D.,et al.2001
pp. 174 -183

Prepared by: Ms. Mary Jane Gatpo Daquilanea, T -1

New Era National High School
 LEARNING COMPETENCIES: S9MT-IIj 20
Day 3

I. Learning Objectives

1. formulate an improvement of percentage composition of a product to increase its

quality

II. Subject Matter

A. Topic: What's in a Mole?

Sub Topic: Molar Mass
B. Concepts: Measurement of the mass of a given number of objects.
C. Materials: Calculator

D. References: -EASE Science II Chemistry Module 16, Lesson 4

-Chemistry Text Book for Third Year
By: Mapa, Amelia P., Ph.D., et.al.1999, pp.157 -158

E. Process / Skills: Determination and Computation

F. Values Integration: Being aware in the measurement of the mass of an object.

III. Learning Task

1. Motivation:
Do the mass of a group of astronaut affect each movements inside the spaceship?
Why? And Why not? ( just sharing ideas
2. Review:
How did you understand the lesson we had yesterday about the total count vs mass?

FIVE E’s
Pedagogical Approach: Constructivism

ENGAGE: What do you observe about the atomic mass of hydrogen, oxygen, carbon,
potassium and sulfur?
EXPLORE: To visualize how one mole of different substances differs in mass, the learners
will do Explore 3 (The Mass of One Mole of a Substance), pp. 69-70 of the
Leaners' Module.
EXPLAIN: 1. Molar mass is the mass of one mole of a substance expressed in grams.
ELABORATE: 1.Do one mole of the different substances have the same amount?
* Applying the mole concept can be a useful quantitative tool in daily life.
Understanding
this concept gives you an idea of how many molecules of vitamins and or medicines are
introduced inside our body. Given the mass, you also have a clearer

APPLICATION:

Would 1.50 moles of H2O have the same number of particles as 1.50 moles of
any substance?

Prepared by: Ms. Mary Jane Gatpo Daquilanea, T -1

New Era National High School
 EVALUATE: ( Quiz or Rubrics )
Find the molar mass of the following.
1. Argon gas (Ar)
2. Sodium chloride (NaCl)
3. Hydrogen gas (H2)
4. Carbon dioxide (CO2)
5. Potassium hydroxide (KOH)

IV. Agreement / Assignment:

Express your answer in your notebook, show the formula.
1. A cancer patient needs to increase his ascorbic acid (C6H12O6) 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 everyday to fight the cancer

Prepared by: Ms. Mary Jane Gatpo Daquilanea, T -1

New Era National High School
LEARNING COMPETENCIES: S9MT-IIj 20
Day 4
I. LEARNING OBJECTIVES
1. calculate for the molecular formula of common household compounds
2. use the mole concept to express mass of substances; and
3. determine the percentage composition of a compound given its chemical formula and
vice versa.
II. SUBJECT MATTER
A. Topic: What's in a Mole?
B. Subtopic: Molar Mass & Molar Concept
C. Materials: Calculator
D. Reference: EASE Science II, Chemistry Module 16 Lesson 4
Science and Technology III, Chemistry Textbook for Third Year,
By: Mapa, Amelia P. Ph.D, et at .1999. pp.157 – 158
E. Process / Skill
Analization and Computation
F. Values Integration
Patience and carefullness
III. LEARNING TASK
FIVE E’s
Pedagogical Approach: Inquiry based & Constructivism
Engagement:
How do you describe the relationships among the mass, number of moles and the molar mass
of some substances?
Explore:
To understand the relationship between mass and number of moles better, the learners will do
Explore 5 (The Chemist's Mole), pp. 72-73 of the Leaners' Module.
Explain:
1.When is a particle classified as an atom; a molecule ora formula unit?
Elaborate:
Molar mass is the mass of one mole of a substance expressed in grams.
* Applying the mole concept can be a useful quantitative tool in daily life. Understanding this
concept gives you an idea of how many molecules of vitamins and or medicines are introduced
inside our body. Given the mass, you also have a clearer
Evaluation:
1. A cancer patient needs to increase his ascorbic acid (C6H12O6) 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 everyday to fight the cancer

IV. AGREEMENT / ASSIGNMENT

How can we use imperical formula to find out the molecular formula? ( have an advance
reading about the topic and take note of some important terms.)

Prepared by: Ms. Mary Jane Gatpo Daquilanea, T -1

New Era National High School
LEARNING COMPETENCIES: S9MT-IIj 20
Day 5
I. LEARNING OBJECTIVES
1. calculate for the imperical formula of common household compounds
2. calculate for the molecular formula of common household compounds
3. determine the molecular formula using imperical formula.

II. SUBJECT MATTER

A. Topic: Molecular Formula
B. Subtopic: Relation of imperical formula to molecular formula
C. Materials: Calculator
D. Reference: EASE Science II, Chemistry Module 16 Lesson 4
Science and Technology III, Chemistry Textbook for Third Year,
By: Mapa, Amelia P. Ph.D, et at .1999. pp.157 – 158
E. Process / Skill
Analization and Computation
F. Values Integration
Patience and carefulness
III. LEARNING TASK
1. Motivation
How important to each of everyone here the clear relationships between your
Relatives and you?
FIVE E’s
Pedagogical Approach: Inquiry based & Constructivism
Engagement:
Many compounds in nature are composed of atoms that occur in numbers that
are multiples of their empirical formula. In other words, their empirical formulas don’t reflect the
actual numbers of atoms within them; instead, they reflect only the ratios of those atoms. What
a nuisance!
Fortunately, this is an old nuisance, so chemists have devised a means to deal with it. To
account for these annoying types of compounds, chemists are careful to differentiate between
an empirical formula and a molecular formula. A molecular formula uses subscripts that report
the actual number of each type of atom in a molecule of the compound (a formula
unit accomplishes the same thing for ionic compounds).

Exploration:

Molecular formulas are associated with gram molecular masses that are simple whole-
number multiples of the corresponding empirical formula mass. For example, a molecule with
the empirical formula CH2O has an empirical formula mass of about 30 g/mol (12 for the carbon
Prepared by: Ms. Mary Jane Gatpo Daquilanea, T -1
New Era National High School
+ 2 for the two hydrogens + 16 for the oxygen). The molecule may have a molecular formula of
CH2O, C2H4O2, C3H6O3, or the like. As a result, the compound may have a gram molecular mass
of 30 g/mol, 60 g/mol, 90 g/mol, or another multiple of 30 g/mol.

Explanation:

To determine a molecular formula, you must know the gram formula mass of the
compound as well as the empirical formula (or enough information to calculate it yourself from
the percent composition). With these tools in hand, calculating the molecular formula involves
three steps:

1. Calculate the empirical formula mass.

2. Divide the gram molecular mass by the empirical formula mass.
3. Multiply each of the subscripts within the empirical formula by the number calculated in
Step 2.
Here‘s an example: What is the molecular formula of a compound that has a gram molecular
mass of 34 g/mol and the empirical formula HO?

1. Calculate the empirical formula mass.

You determine this number by finding the mass of HO (1 hydrogen atom and 1 oxygen atom).

So, the empirical formula mass is 17.01 g/mol.

2. Divide the gram molecular mass by the empirical formula mass.

Dividing the gram molecular mass by this value yields the following:

3. Multiply each of the subscripts within the empirical formula by the number calculated in
Step 2.

Multiplying the subscripts within the empirical formula by this number gives you the molecular
formula H2O2. This formula corresponds to the compound hydrogen peroxide.
Elaboration:
You can’t calculate a molecular formula based on percent composition alone. If you
attempt to do so, Avogadro and Perrin will rise from their graves, find you, and slap you 6.02 x
1023 times per cheek. You can clearly see the folly of such an approach by comparing
formaldehyde with glucose. The two compounds have the same empirical formula, CH2O, but
different molecular formulas, CH2O and C6H12O6, respectively.

Glucose is a simple sugar, the one made by photosynthesis and the one broken down during
cellular respiration. You can dissolve it in your coffee with pleasant results. Formaldehyde is a
carcinogenic component of smog. Solutions of formaldehyde have historically been used to
embalm dead bodies. Dissolving formaldehyde in your coffee is not advised. In other words,

Prepared by: Ms. Mary Jane Gatpo Daquilanea, T -1

New Era National High School
molecular formulas differ from empirical formulas, and the difference is important in the real
world.

Evaluation:

IV. AGREEMENT / ASSIGNMENT

Be prepare for the short quiz tomorrow about imperical formula to molecular formula, do not
forget to bring your own calculator.

Prepared by: Ms. Mary Jane Gatpo Daquilanea, T -1

New Era National High School