Lesson Guide in CHEMISTRY 1

I. OBJECTIVES

A. Content Standards The Mole concept in relation to Avogadro’s Number and mass.

Create a map/flowchart showing the conversion of mass

B. Performance
to the number of particles.
Standards

At the end of the session, students are expected to:

1. calculate the mass of a given number of particles of an
element or compound or vice versa.
C. Learning (STEM_GC11S-Ie-30)
Competencies/ 1.1 identify the formula in finding the mass of a given number
Objectives of particles;
1.2 calculate problems and conversions of mass number to
number of particles and vice versa; and
1.3 appreciate the significance of conversion of mass number
to number of particles in our daily life.

II. CONTENT The Mole Concept

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s
Manual pages
1. General Chemistry 10th Ed. by Chang pp. 81-85
3. Textbook pages 2. General Chemistry 10th Ed. By Petrucci, et. al. pp.
56-58
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning
Resources

IV. PROCEDURES

FACT OR BLUFF: The teacher will choose three volunteered

students who will act as participants and the remaining students
as bluffers. When the teacher posted the question, the bluffers
A. Reviewing previous will make confusion to the question so that the particpant will
lesson or presenting think of the correct answer whether it is a FACT OR BLUFF.
new lesson Then the teacher will give the correct answer.
(REVIEW) 1. In computing the mass for a given number of moles of an
element or compound is mass = no. of moles x molar
mass.
2. Molar mass is the atomic weight of the element in the
compound.

1
 3. The mass of 2 mol of NaOH is 110 g.
4. 50 g of KCl has 0.68 mol.

Ask the students to group into five (5). Ask them to pick the
substance in metacards then ask them if they can convert the
B. Establishing a given substance to the number of particles.
purpose of the 1. 2.5 g KCl
lesson 2. 5 g of C12H22O11
(MOTIVATION) 3. 3 g NH4NO3
4. 10 g HCl
5. 5 g H2O
Can you convert the given quantities to the number of particles?

EQUATE ME!
Identify the eaquation involve in computing the mass of a
given number of particles of an element or compound using the
Mole Road Map.

C. Presenting
examples/instances
of the new lesson
(PRE-ACTIVITY)

1. In obtaining the number of particles present in a given mass

of the substance, what is the formula to be used?
2. Using the factor label method, how do we identify the
number of paricles of a given substance?

Convert the following quantities to the desired unit:

D. Discussing new
1. 2.00 x 1024 ions NaCl to grams
concepts and
2. 2.80 g of K2Cr2O7 to no of particles
practicing new skills
3. 2.69 x 1023 molecules of aspirin, C9H8O4 to grams
1
4. 1.50 g of NaOCl to no. of particles
(ACTIVITY PROPER)
5. 2.0 grams MgCl2 to no. of particles

Analysis of Concepts
E. Discussing new 1. How can you convert mass in grams to no. of
concepts and particles?
practicing new skills
2. What should be the equation to be used in
2
(DEEPENING) converting the no. of particles to mass in grams?
3. Using the dimensional analysis, what steps are we
going to apply to get the desired unit with the given

2
 unit?

PATCH UP!
F. Developing mastery With the given substance in the meta cards you picked,
(POST-ACTIVITY)
calculate the no. of particles.

Students will post their work in front of the class.

G. Finding practical If all the people currently on Earth were to spend their lives
applications of counting grains of rice, will they reach Avogadro s number?
concepts and skills What does this mean?
in daily living
(APPLICATION)

H. Making Based on the objectives stated previously, ask the following

generalizations and questions:
abstractions about a. How can we calculate the mass of a given
the lesson number of particles of an element or
(GENERALIZATION) compound?

Convert the following quantities to the desired unit.

I. Evaluating learning
1. 2.25 g MgNO3 to no. of particles
(ASSESSMENT)
2. 3 g K3PO4 to no. of particles
Create a map/flow chart showing the conversion of mass
to the number of particles.

Rubrics:
(5 points) Exceptional – student responses far exceed what is
expected
J. Additional activities (4 points) Excellent – information is factually accurate and offers
for application or extra supporting facts.
remediation (3 points) Good – The student somewhat responds beyond the
(REMEDIAL) basic level of the question to provide supporting details and or
interpretation.
(2 points) Fair – student responses, although somewhat correct,
are lacking in relevant details and supporting examples and or
interpretation.
(1 point) Not Mastered - student responses are largely incorrect.