DepEd Order No. 42. s.

2016

LESSON PLAN
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:
1. Atomic Structure
2. Mass relationships in reactions

C. Learning Competencies and Codes

Calculate the mass of a given number of moles of an element or
compound or vice versa (STEM_CG11S-Ie-29)

Specific Objectives

a. Knowledge
To identify the number of moles and mass of a given element or
compound.

b. Skills
To calculate the mass of a given number of moles of an element or
compound or vice versa.

c. Attitudes
To develop patience and perseverance in solving problems.

II. CONTENT
The Mole Concept and Molar Mass

III. LEARNING RESOURCES

A. References
1. Teacher's Guide pages: Pages 83-93

2. Learner's Materials pages: N/A

3. Textbook pages: N/A

4. Additional Materials from Learning Resource (LR) portal: N/A

B. Other Learning Resources

IV. PROCEDURES / PAMAMARAAN

A. Reviewing previous lesson or presenting the new lesson
Let the students give the molar mass of the following elements:
Teacher will allow the students to search the molar mass of the elements on their
periodic table.
1. Oxygen (Ans.: 15.999 g/mol)
 2. Hydrogen (Ans.: 1.008 g/mol)
3. Carbon (Ans.: 12.011 g/mol)
4. Water H 2 O (Ans.: 18.01 g/mol)
5. Glucose C6 H 12 O6 (Ans.: 180.156 g/mol)

B. Establishing a purpose for the lesson

Teacher will introduce the objective for the topic.
Calculate the mass of a given number of moles of an element or compound or vice
versa (STEM_GC11S-Ie-29)
 To identify the number if moles and mass of a given element or
compound.
 To calculate the mass of a given number of moles of an element or
compound or vice versa.
 To develop patience and perseverance in solving problems.

C. Presenting examples/instances of the new lesson

Teacher will give sample problems and demonstrate ways in solving.

D. Discussing new concepts and practicing new skills #1

Students will answer the following exercise on their seats to grasp the concept.
 EXERCISE. Calculate what is asked in each item. Show your complete solution and
round off your answers to two decimal places. Box your final answer. (Reminder: Make
sure to include the unit)
1. How many moles of magnesium (Mg) are there in 87.3 g of Mg?
2. How many grams are there in 6.20 moles of sulfur?
3. Calculate the number of moles of chloroform (CHCl3) in 198 g of chloroform?
4. What is the mass in grams of 2.71 moles of carbon?
5. How many moles of calcium are there in 77.4 g of Ca?

E. Discussing new concepts and practicing new skills #2

Students will answer the following exercises in groups of three with five members each.
The students will be grouped according to the learners’ competency. Each group will be
assigned with different problems. Ten minutes will be allotted to complete the task.
After, each group will choose one representative to present their output in front of the
class.
Group 1 g to m NaCl
Group 2 m to g C6H8O2
Group 3 g to m urea

F. Developing mastery (leads to formative assessment)

Students will answer the following exercises individually.
EXERCISE. Calculate what is asked in each item. Show your complete solution and
round off your answers to two decimal places. Box your final answer. (Reminder: Make
sure to include the unit)
1. Calculate the mass in grams of 4.02 moles of Gold (Au).
2. Calculate the moles of 100 g of Copper (Cu).
3. Calculate the mass in grams of 7.32 moles of Ammonia ( NH 3 ).
4. Calculate the moles of 128 g of Methane ( CH 4 ).
5. Calculate the mass of 3.5 moles Caffeine ( C8 H 10 N 4 O2 ).

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

Relate the skill used to convert of these units to the conversion of currency (eg. Peso to
US dollar, etc.) and conversion factors commonly used in cooking (eg. cup to
tablespoon, etc.)

H. Making generalizations and abstractions about the lesson

Using the same groupings, the groups will be tasked to present what they have learned
from the lesson and identify important concepts. After three minutes, a representative
from each group will share their ideas to the rest of the class.

Guide Questions
1. Why do we need to convert number of moles of an element or a compound into
grams?
2. In converting the number of moles of an element or compound into grams and vice
versa, what conversion factor will we use?
3. How will we convert the given number of moles of an element or compound into
grams and vice versa?

I. Evaluating learning
In a 1 whole sheet of paper, ask the student to calculate and give what is asked in the
following problems. Solutions must be shown and the final answer should be rounded
off to two decimal places (1 whole sheet of paper)
1. What is the mass in grams of 3.5 moles the following compounds:
a. Glucose ( C6 H 12 O 6 ) )
 b. Ethanol ( C6 H 8 O2 ) )
c. Caffeine( C8 H 10 N 4 O2 )
2. How many moles are there in 20.5 grams of following compounds:
a. Glucose ( C6 H 12 O 6 ) )
b. Ethanol ( C6 H 8 O2 ) )
c. Caffeine( C8 H 10 N 4 O2 )

J. Additional activities for application or remediation

Enrichment Activity
A problem set will be given to the class and it should be answer by pair.

V. REMARKS / MGA TALA

VI. REFLECTION / PAGNINILAY

A. No. of learners who earned 80% on the formative assessment / Bilang ng mag-aaral na
nakakuha ng 80% sa pagtataya

B. No. of learners who require additional activities for remediation / Bilang ng mag-aaral
na nangangailangan ng iba pang gawain para sa remediation

C. Did the remedial lessons work? No. of learners who have caught up with the lesson /
Nakatulong ba ang remedial? Bilang ng mga magaaral na nakaunawa sa aralin

D. No. of learners who continue to require remediation / Bilang ng mga mag-aaral na

magpapatuloy sa remediation?

E. Which of my teaching strategies worked well? Why did this work? / Alin sa mga
istratehiyang pagtuturo ang nakatulong ng lubos? Paano ito nakatulong?

F. What difficulties did I encounter which my principal or supervisor can help me solve? /
Anong suliranin ang aking naranasan na maaaring bigyang solusyon sa tulong ng aking
punongguro at superbisor?

G. What innovation or localized materials did I use/discover which I wish to share with
other teachers? / Anong kagamitang panturo ang aking nadibuho na nais kong ibahagi
sa mga kapwa ko guro?