Dll Mabregalado Chem 1

SCHOOL

CABUYAO INTEGRATED NATIONAL HIGH SCHOOL

GRADE LEVEL

11

MARJORIE B. REGALADO

LEARNING AREA QUARTER SECTION

CHEMISTRY 1 THIRD STEM A

TEACHER TEACHING DATE TEACHING TIME I. OBJECTIVES A. Content Standard B. Performance Standards C. Learning Competencies D. Objectives II. CONTENT III. LEARNING RESOURCES A. References 1. Teacher's Guide pages 2. Learner's Materials pages 3. Textbook pages 4. Additional materials from Learning Resource (LR) portal B. Other Learning Resources IV. PROCEDURES A. Reviewing previous previous lesson or presenting the new lesson

B. Establishing a purpose for the lesson C. Presenting examples/instances examples/instances of the new lesson D. Discussing new concepts and practicing new skills #1 E. Discussing new concepts and practicing new skills #2 F. Developing mastery

The learners demonstrate demonstrate an understanding of quantitative relationship relationship of reactants and products in a chemical reaction. The learners shall be able to design, using multimedia, demonstrations, or models, a representation or simulation of any o f the following: 1. Atomic structure 2. Mass relationships in reactions Construct mole or mass ratios for a reaction in order to calculate the amount of reactant needed or amount of product formed in terms of moles or mass (STEM_GC11MR-Ig-h38) a. Identify mole ratios of reactants and products from balanced chemical equations b. Perform stoichiometric calculations related to chemical equations Lesson 13: Mass Relationships in Chemical Reactions

94-98

Let us make sandwiches! Some learners are going on a road trip and they are to bring some food to eat along the way. Karen was asked to bring hamburger sandwiches for which she will use two slices of bread and one hamburger patty to make one sandwich. Show the equation. Amounts of Reactants Reactants and Products Products Stoichiometry is the study of the quantities of materials consumed and produced in chemical reactions. From the balanced chemical equation, we will be able to: a. Determine how much p roducts will be produced from a specific amount of reactants b. Determine the amount of reactants needed to produce a specific amount of products 1. Illustrate stoichiometry using the following examples: a. Let us make hamburger sandwiches again. The equation is

two slic es of br ead ead + one hamburg hamburg er patty patty one hamburg hamburg er s andwich Ammonia, NH3, is a leading industrial chemical used in the production of agricultural fertilizers and synthetic fibers. It is produced by the reaction of nitrogen and hydrogen gases: Solid lithium hydroxide is used to remove carbon dioxide and is called a CO2 scrubber. This technique has been used for space vehicles. The reaction is: The combustion of carbon monoxide gas in oxygen gas is represented by the following balanced equation: 2 CO(g) + O2(g) 2CO2(g) How many moles of carbon dioxide gas will be p roduced from the complete combustion of 4.60 moles CO(g)? Uses of chemicals in daily lives.

G. Finding Practical skills in daily living H. Making generalizations and abstraction about the lesson

What is stoichiometry? stoichiometry? What are the information we can get from a balance reaction?

I. Evaluating learning

Consider the reaction: 2 KClO3 ! 2 KCl + 3 O 2 a. How many moles of KClO3 are required to produce 22.8 moles oxygen gas, O 2? b. How many moles of KCl will be produced from the total decomposition of 18.8 moles KClO 3?

J. Additional activities for application or remediation V. REMARKS VI. REFLECTION A. No. of learners who earned 80% on the formative assessment B. No. of learners who require additional activities for remediation 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 my 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 use/discover which I wish to share with other teachers? Prepared:

Checked:

MARJORIE B. REGALADO Teacher III

CELIA CONCEPTION O. GREGORIO Master Teacher II Noted: JUANITO Y. DE RAMOS, Ed. D. Principal III

SCHOOL


GRADE LEVEL

11




TEACHER TEACHING DATE TEACHING TIME I. OBJECTIVES A. Content Standard

D. Objectives

The learners demonstrate understanding of the structure of an atom and the formula and the name of compounds. The learners shall be able to: 1. Describe the structure of an atom of an element; 2. Recognize and differentiate atoms, molecules, and ions; and 3. Write the formula and give the name of simple compounds. 1. Explain how the basic laws of matter (Law of Conservation of Mass, Law of Constant Composition, and Law of Multiple Proportion) led to the formulation of Dalton’s Atomic Theory (STEM_GC11AM-Ic-e-15); a. The students will be able to describe and discuss the basic laws of chemical change

II. CONTENT

Lesson 5: Atoms, Molecules, and Ions

B. Performance Standards

C. Learning Competencies

III. LEARNING RESOURCES A. References 1. Teacher's Guide pages 2. Learner's Materials pages 3. Textbook pages 4. Additional materials from Learning Resource (LR) portal B. Other Learning Resources IV. PROCEDURES A. Reviewing previous previous lesson or presenting the new lesson

30-

Call one of the learners to the front and give him/her a piece of paper. Ask him/her to cut the paper in half, and then cut one of the halves again in half, and again and again. Let him/her proceed as long as s/he can cut a piece into half. Ask him/her the question: Can you go on cutting the paper into half?

B. Establishing a purpose for the lesson

C. Presenting examples/instances of the new lesson

D. Discussing new concepts and practicing new skills #1 E. Discussing new concepts and practicing new skills #2 F. Developing mastery G. Finding Practical skills in daily living H. Making generalizations and abstraction about the lesson I. Evaluating learning J. Additional activities for application or remediation V. REMARKS

Tell him/her that though the cutting can go on and on mentally, there is a physical limit to this process. It is impossible to cut the paper into half forever. There is a limit – a point where the piece can no longer be divided. Highlight that the limit is an indivisible piece, which was called by the Greek philosopher Democritus as the atom. However, beginning in the late 1800s, experiments have indicated that atoms are made up of smaller particles. Ask them the question: What are these particles that make up the atom? Present the laws of chemical changes. These laws were inferred from several experiments conducted during the 18 th century using a balance for the measurements: a. Law of Conservation of Mass b. Law of Definite Proportion c. Law of Multiple Proportion Introduce the Law of Conservation of Mass State the Law of Definite Proportion: A compound always contains the same constituent elements in a fixed or definite proportion by mass. Ammonia is produced by the reaction of nitrogen with hydrogen: Illustrate the application of this law using the previous example of magnesium reacting with oxygen: Chemical reactions happening around them. Use of chemical reaction.

VI. REFLECTION A. No. of learners who earned 80% on the formative assessment B. No. of learners who require additional activities for remediation 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 my 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 use/discover which I wish to share with other teachers? Prepared:

Checked:



SCHOOL


GRADE LEVEL

11

MARJORIE B. REGALADO JANUARY 29, 2018


CHEMISTRY 1 FOURTH STEM A

TEACHER TEACHING DATE TEACHING TIME I. OBJECTIVES A. Content Standard B. Performance Standards

C. Learning Competencies D. Objectives II. CONTENT III. LEARNING RESOURCES A. References 1. Teacher's Guide pages 2. Learner's Materials pages 3. Textbook pages 4. Additional materials from Learning Resource (LR) portal B. Other Learning Resources IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson B. Establishing a purpose for the lesson C. Presenting examples/instances of the new lesson

The learners demonstrate an understanding of quantitative relationship of reactants and products in a chemical reaction. 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 1. Construct mole or mass ratios for a reaction in order to calculate the amount of reactant needed or amount of product formed in terms of moles or mass (STEM_GC11MR-Ig-h-38); Identify mole ratios of reactants and products from balanced chemical Equations.

Mass Relationships in Chemical Reactions

94-97

Let us make sandwiches! Some learners are going on a road trip and they are to bring some food to eat along the way. Karen was asked to bring hamburger sandwiches for which she will use two slices of bread and one hamburger patty to make one sandwich. Show the equation.

INSTRUCTION/DELIVERY/PRACTICE(40 minutes) D. Discussing new concepts and practicing new skills #1

E. Discussing new concepts and practicing new skills #2 F. Developing mastery G. Finding Practical skills in daily living H. Making generalizations and abstraction about the lesson I. Evaluating learning J. Additional activities for application or remediation V. REMARKS VI. REFLECTION A. No. of learners who earned 80% on the formative assessment B. No. of learners who require additional activities for remediation 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.

Amounts of Reactants and Products Stoichiometry is the study of the quantities of materials consumed and produced in chemical reactions. From the balanced chemical equation, we will be able to: a. Determine how much products will be produced from a specific amount of reactants b. Determine the amount of reactants needed to produce a specific amount of products Ammonia, NH 3, is a leading industrial chemical used in the production of agricultural fertilizers and synthetic fibers. It is produced by the reaction of nitrogen and hydrogen gases: 3 H 2(g) + N2(g) 2 NH3(g)

E. Which of my 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 use/discover which I wish to share with other teachers?

Prepared:

Checked:


CELIA CONCEPTION O. GREGORIO Master Teacher II

Noted: JUANITO Y. DE RAMOS, Ed. D. Principal III

SCHOOL TEACHER TEACHING DATE TEACHING TIME I. OBJECTIVES A. Content Standard B. Performance Standards



GRADE LEVEL

11

MARJORIE B. REGALADO JANUARY 30, 2018



The learners demonstrate an understanding of quantitative relationship of reactants and products in a chemical reaction. 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 1. Construct mole or mass ratios for a reaction in order to calculate the amount of reactant needed or amount of product formed in terms of moles or mass (STEM_GC11MR-Ig-h-38);

2. Calculate percent yield and theoretical yield of the reaction D. Objectives

2. Perform stoichiometric calculations related to chemical equations; 3. Define theoretical, actual, and percent yield of reactions; 4. Calculate theoretical and percent yield of a reaction;

II. CONTENT

Mass Relationships in Chemical Reactions

III. LEARNING RESOURCES A. References 1. Teacher's Guide pages 2. Learner's Materials pages 3. Textbook pages 4. Additional materials from Learning Resource (LR) portal B. Other Learning Resources IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson B. Establishing a purpose for the lesson C. Presenting examples/instances of the new lesson D. Discussing new concepts and practicing new skills #1

E. Discussing new concepts and practicing new skills #2

F. Developing mastery G. Finding Practical skills in daily living H. Making generalizations and abstraction about the lesson I. Evaluating learning J. Additional activities for application or remediation V. REMARKS VI. REFLECTION A. No. of learners who earned 80% on the formative assessment B. No. of learners who require additional activities for remediation 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 my 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

98-99

Solid lithium hydroxide is used to remove carbon dioxide and is called a CO 2 scrubber. This technique has been used for space vehicles. The reaction is: (l) 2 LiOH(s) + CO2 (g) ! Li 2 CO3 (s) + H 2O

The combustion of carbon monoxide gas in oxygen gas is represented by the following balanced equation: 2 CO(g) + O 2(g) ! 2CO2(g) How many moles of carbon dioxide gas will be produced from the complete combustion of 4.60 moles CO(g)? Consider the reaction: 2 KClO 3 ! 2 KCl + 3 O 2 a. How many moles of KClO3 are required to produce 22.8 moles oxygen gas, O 2? b. How many moles of KCl will be produced from the total decomposition of 18.8 moles KClO3? Given the reaction 4 Fe + 3 O 2 ! 2 Fe2O3 a. How many grams of Fe2O3 will be formed from 4.86 moles Fe reacting with sufficient oxygen gas? b. How many grams of Fe are needed to react with sufficient oxygen to produce 28.8 moles Fe2O3? Consider the reaction 2Mg + O2 ! 2MgO a. How many grams of MgO are produced from the complete reaction of 94.2 g Mg? b. How many grams of Mg are needed to produce 224 g of MgO in the complete reaction of Mg with oxygen gas?

use/discover which I wish to share with other teachers?

Prepared:

Checked:




SCHOOL


GRADE LEVEL

11




TEACHER TEACHING DATE TEACHING TIME I. OBJECTIVES A. Content Standard B. Performance Standards C. Learning Competencies

D. Objectives

The learners demonstrate an understanding of quantitative relationship of reactants and products in a chemical reaction. 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 Calculate percent yield and theoretical yield of the reaction Explain the concept of limiting reagent in a chemical reaction; identify the excess reagent (STEM_GC11MR-Ig-h-40); and Calculate reaction yield when a limiting reagent is present (STEM_GC11MR-Ig-h-41). Define theoretical, actual, and percent yield of reactions; Calculate theoretical and percent yield of a reaction; Identify the limiting and excess reagent(s) of a reaction; and Calculate reaction yield in the presence of a limiting reagent.

II. CONTENT III. LEARNING RESOURCES A. References 1. Teacher's Guide pages 2. Learner's Materials pages 3. Textbook pages

99-103

4. Additional materials from Learning Resource (LR) portal B. Other Learning Resources IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson B. Establishing a purpose for the lesson C. Presenting examples/instances of the new lesson D. Discussing new concepts and practicing new skills #1 E. Discussing new concepts and practicing new skills #2

F. Developing mastery

G. Finding Practical skills in daily living

H. Making generalizations and abstraction about the lesson


Recall the example of the double cheeseburger. When Karen went shopping, she was able to buy 50 slices of cheese, 20 hamburger patties, and 50 slices of bread. How many double cheeseburgers can she make? What is the limiting material or reagent? What are the excess reagents? To find the limiting reagent, determine which reagent will give the smallest amount of product. Karen can only make 20 double cheeseburgers. The limiting reagent is the hamburger patty. There are ten slices of bread and ten cheese slices in excess. Karen cannot make more than 20 sandwiches because all the hamburger patties have been used up. 3H2(g) + N2(g) ! 2NH3(g) If 6.60 moles H2 are made to react with 4.42 moles N 2, what is the limiting reagent? How many moles NH3 will be produced? What reagent is in excess and by how much? Determine which reagent will produce the smallest amount of product:

If 25.5 g H2 are made to react with 64.2 g N 2, what is the limiting reagent? What is the theoretical yield in g of NH3 that will be produced? How do you determine the limiting reagent? i. Get the number of moles of each reactant. ii. Calculate the number of moles of product using each reagent. iii. The one that yields the smallest number of moles of product is the limiting reagent. How stoichiometry used in light semiconductor industry?

Theoretical Yield, Actual Yield, and Percent Yield The theoretical yield is the maximum amount of product that would result if the limiting reagent is completely consumed. It is the amount of product predicted by stoichiometry (as shown in the above example). The actual yield is the quantity of the desired product actually formed. Limiting Reagents The reactant used up first in the chemical reaction is called the limiting reagent. Excess reagents are reactants present in quantities greater than what is needed by the reaction. 1. Silver metal reacts with sulfur to form silver sulfide according to the following reaction: 2Ag (s) + S(s) ! Ag2S (s) a. Identify the limiting reagent if 50.0 g Ag reacts with 10.0 g S. b. What is the theoretical yield in g of Ag2S produced from the reaction? c. What is the amount in g of the excess reactant expected to remain after the reaction? d. When the reaction occurred, the amount of Ag2S obtained was 45.0 g. What is the percent yield of the reaction?

J. Additional activities for application or remediation V. REMARKS VI. REFLECTION A. No. of learners who earned 80% on the formative assessment B. No. of learners who require additional activities for remediation 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 my 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 use/discover which I wish to share with other teachers?

Prepared:

Checked:




SCHOOL


GRADE LEVEL

11




TEACHER TEACHING DATE TEACHING TIME I. OBJECTIVES A. Content Standard B. Performance Standards

C. Learning Competencies D. Objectives

II. CONTENT

The learners demonstrate an understanding of quantitative relationship of reactants and products in a chemical reaction. 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 Calculate percent yield and theoretical yield of the reaction Calculate reaction yield when a limiting reagent is present Calculate theoretical and percent yield of a reaction; Identify the limiting and excess reagent(s) of a reaction; and Calculate reaction yield in the presence of a limiting reagent. Mass Relationships in Chemical Reactions

III. LEARNING RESOURCES A. References 1. Teacher's Guide pages 2. Learner's Materials pages 3. Textbook pages 4. Additional materials from Learning Resource (LR) portal B. Other Learning Resources IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson B. Establishing a purpose for the lesson C. Presenting examples/instances of the new lesson D. Discussing new concepts and practicing new skills #1

103-104

E. Discussing new concepts and practicing new skills #2 F. Developing mastery G. Finding Practical skills in daily living H. Making generalizations and abstraction about the lesson


1. Silver metal reacts with sulfur to form silver sulfide according to the following reaction: 2Ag (s) + S(s) Ag2S (s) a. Identify the limiting reagent if 50.0 g Ag reacts with 10.0 g S. b. What is the theoretical yield in g of Ag 2S produced from the reaction? c. What is the amount in g of the excess reactant expected to remain after the reaction? d. When the reaction occurred, the amount of Ag 2S obtained was 45.0 g. What is the percent yield of the reaction?

J. Additional activities for application or remediation V. REMARKS VI. REFLECTION A. No. of learners who earned 80% on the formative assessment B. No. of learners who require additional activities for remediation 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 my 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 use/discover which I wish to share with other teachers?

Prepared:

Checked:




SCHOOL


GRADE LEVEL

11




TEACHER TEACHING DATE TEACHING TIME I. OBJECTIVES A. Content Standard B. Performance Standards C. Learning Competencies D. Objectives

II. CONTENT III. LEARNING RESOURCES A. References 1. Teacher's Guide pages 2. Learner's Materials pages 3. Textbook pages 4. Additional materials from Learning Resource (LR) portal B. Other Learning Resources IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson B. Establishing a purpose for the lesson C. Presenting examples/instances of the new lesson D. Discussing new concepts and practicing new skills #1 E. Discussing new concepts and practicing new skills #2 F. Developing mastery G. Finding Practical skills in daily living H. Making generalizations and abstraction about the lesson I. Evaluating learning J. Additional activities for application or remediation V. REMARKS VI. REFLECTION A. No. of learners who earned 80% on the formative assessment B. No. of learners who require additional activities for remediation 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 my teaching strategies worked well? Why did these work? F. What difficulties did I encounter which my

The learners demonstrate an understanding of quantitative relationship of reactants and products in a chemical reaction. 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 Calculate percent yield and theoretical yield of the reaction Calculate reaction yield when a limiting reagent is present Calculate theoretical and percent yield of a reaction; Identify the limiting and excess reagent(s) of a reaction; and Calculate reaction yield in the presence of a limiting reagent. Mass Relationships in Chemical Reactions

103-104

EVALUATION (15 minutes) see page 103-104

principal or supervisor can help me solve? G. What innovation or localized materials did I use/discover which I wish to share with other teachers?

Prepared:

Checked:




SCHOOL


GRADE LEVEL

11




TEACHER TEACHING DATE TEACHING TIME I. OBJECTIVES A. Content Standard B. Performance Standards C. Learning Competencies D. Objectives II. CONTENT III. LEARNING RESOURCES A. References 1. Teacher's Guide pages 2. Learner's Materials pages 3. Textbook pages 4. Additional materials from Learning Resource (LR) portal B. Other Learning Resources IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson B. Establishing a purpose for the lesson C. Presenting examples/instances of the new lesson D. Discussing new concepts and practicing new skills #1 E. Discussing new concepts and practicing new skills #2 F. Developing mastery G. Finding Practical skills in daily living H. Making generalizations and abstraction about the lesson I. Evaluating learning J. Additional activities for application or remediation V. REMARKS VI. REFLECTION A. No. of learners who earned 80% on the formative assessment B. No. of learners who require additional activities for remediation 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.

The learners demonstrate an understanding of quantitative relationship of reactants and products in a chemical reaction. 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 The learners determine the mass relationship in a chemical reaction The learners determine the mass relationship in a chemical reaction Mass Relationships in Chemical Reactions (Laboratory)

105-109

Why do we add baking soda, NaHCO3, in baking cookies and cakes? Introduce the laboratory experiment as indicated in the Laboratory Sheet. Safety Precautions: Discuss procedure Laboratory proper

E. Which of my 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 use/discover which I wish to share with other teachers?

Prepared:

Checked:




SCHOOL TEACHER TEACHING DATE TEACHING TIME I. OBJECTIVES A. Content Standard B. Performance Standards C. Learning Competencies D. Objectives II. CONTENT III. LEARNING RESOURCES A. References 1. Teacher's Guide pages 2. Learner's Materials pages 3. Textbook pages 4. Additional materials from Learning Resource (LR) portal B. Other Learning Resources IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson B. Establishing a purpose for the lesson C. Presenting examples/instances of the new lesson D. Discussing new concepts and practicing new skills #1 E. Discussing new concepts and practicing new skills #2 F. Developing mastery G. Finding Practical skills in daily living H. Making generalizations and abstraction about the lesson I. Evaluating learning J. Additional activities for application or remediation V. REMARKS VI. REFLECTION A. No. of learners who earned 80% on the formative assessment B. No. of learners who require additional activities for remediation 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 my 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 use/discover which I


GRADE LEVEL

11




wish to share with other teachers?

Prepared:

Checked:



Noted: JUANITO Y. DE RAMOS, Ed. D. Principal III SCHOOL TEACHER TEACHING DATE TEACHING TIME I. OBJECTIVES A. Content Standard B. Performance Standards C. Learning Competencies D. Objectives II. CONTENT III. LEARNING RESOURCES A. References 1. Teacher's Guide pages 2. Learner's Materials pages 3. Textbook pages 4. Additional materials from Learning Resource (LR) portal B. Other Learning Resources IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson B. Establishing a purpose for the lesson C. Presenting examples/instances of the new lesson D. Discussing new concepts and practicing new skills #1 E. Discussing new concepts and practicing new skills #2 F. Developing mastery G. Finding Practical skills in daily living H. Making generalizations and abstraction about the lesson I. Evaluating learning J. Additional activities for application or remediation V. REMARKS VI. REFLECTION A. No. of learners who earned 80% on the formative assessment B. No. of learners who require additional activities for remediation C. Did the remedial lessons work? No. of


GRADE LEVEL

11




learners who have caught up with the lesson. D. No. of learners who continue to require remediation. E. Which of my 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 use/discover which I wish to share with other teachers? Prepared:

Checked:




SCHOOL TEACHER TEACHING DATE TEACHING TIME I. OBJECTIVES A. Content Standard B. Performance Standards C. Learning Competencies D. Objectives


GRADE LEVEL

11




The learners demonstrate an understanding of quantitative relationship of reactants and products in a chemical reaction. The learners shall be able to design, using multimedia, demonstrations, or models, a representation or simulation of any o f the following: 1. Atomic structure 2. Mass relationships in reactions Construct mole or mass ratios for a reaction in order to calculate the amount of reactant needed or amount of product formed in terms of moles or mass (STEM_GC11MR-Ig-h38) a. Identify mole ratios of reactants and products from balanced chemical equations

b. Perform stoichiometric calculations related to chemical equations II. CONTENT III. LEARNING RESOURCES A. References 1. Teacher's Guide pages 2. Learner's Materials pages 3. Textbook pages 4. Additional materials from Learning Resource (LR) portal B. Other Learning Resources IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson

B. Establishing a purpose for the lesson C. Presenting examples/instances of the new lesson D. Discussing new concepts and practicing new skills #1 E. Discussing new concepts and practicing new skills #2 F. Developing mastery G. Finding Practical skills in daily living H. Making generalizations and abstraction about the lesson I. Evaluating learning J. Additional activities for application or remediation V. REMARKS VI. REFLECTION A. No. of learners who earned 80% on the formative assessment B. No. of learners who require additional activities for remediation 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 my 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 use/discover which I wish to share with other teachers?

Lesson 13: Mass Relationships in Chemical Reactions

94-98

Let us make sandwiches! Some learners are going on a road trip and they are to bring some food to eat along the way. Karen was asked to bring hamburger sandwiches for which she will use two slices of bread and one hamburger patty to make one sandwich. Show the equation. Amounts of Reactants and Products Stoichiometry is the study of the quantities of materials consumed and produced in chemical reactions. From the balanced chemical equation, we will be able to: a. Determine how much p roducts will be produced from a specific amount of reactants b. Determine the amount of reactants needed to produce a specific amount of products 1. Illustrate stoichiometry using the following examples: a. Let us make hamburger sandwiches again. The equation is

two slic es of br ead + one hamburg er patty one hamburg er s andwich Ammonia, NH3, is a leading industrial chemical used in the production of agricultural fertilizers and synthetic fibers. It is produced by the reaction of nitrogen and hydrogen gases: Solid lithium hydroxide is used to remove carbon dioxide and is called a CO2 scrubber. This technique has been used for space vehicles. The reaction is: The combustion of carbon monoxide gas in oxygen gas is represented by the following balanced equation: 2 CO(g) + O2(g) 2CO2(g) How many moles of carbon dioxide gas will be p roduced from the complete combustion of 4.60 moles CO(g)? Uses of chemicals in daily lives. What is stoichiometry? What are the information we can get from a balance reaction?

Consider the reaction: 2 KClO3 ! 2 KCl + 3 O 2 a. How many moles of KClO3 are required to produce 22.8 moles oxygen gas, O 2? b. How many moles of KCl will be produced from the total decomposition of 18.8 moles KClO 3?

Reminders January 3-Classes resume January 15, 2018 Robotics Seminar-Long test January 11, 12, 2018 – Periodical Test January 22, Checking January 23, Item Analysis and Completion

SCHOOL TEACHER TEACHING DATE TEACHING TIME I. OBJECTIVES A. Content Standard


GRADE LEVEL

11




The learners demonstrate an understanding of quantitative relationship of reactants and products in a chemical reaction.

B. Performance Standards


D. Objectives

II. CONTENT

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 Calculate percent yield and theoretical yield of the reaction (STEM_GC11MR-Ig-h-39); 3. Explain the concept of limiting reagent in a chemical reaction; identify the excess reagent (STEM_GC11MR-Ig-h-40); and 4. Calculate reaction yield when a limiting reagent is present (STEM_GC11MR-Ig-h-41). c. Define theoretical, actual, and percent yield of reactions d. Calculate theoretical and percent yield of a reaction e. Identify the limiting and excess reagent(s) of a reaction f. Calculate reaction yield in the presence of a limiting reagent Lesson 13: Mass Relationships in Chemical Reactions

III. LEARNING RESOURCES A. References 1. Teacher's Guide pages

99-103

2. Learner's Materials pages 3. Textbook pages 4. Additional materials from Learning Resource (LR) portal B. Other Learning Resources IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson B. Establishing a purpose for the lesson

C. Presenting examples/instances of the new lesson D. Discussing new concepts and practicing new skills #1

E. Discussing new concepts and practicing new skills #2 F. Developing mastery

G. Finding Practical skills in daily living H. Making generalizations and abstraction about the lesson I. Evaluating learning

J. Additional activities for application or remediation

V. REMARKS VI. REFLECTION A. No. of learners who earned 80% on the formative assessment B. No. of learners who require additional activities for remediation 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.

3. Given the reaction 4 Fe + 3 O2 ! 2 Fe2O3 a. How many grams of Fe2O3 will be formed from 4 .86 moles Fe reacting with sufficientoxygen gas? b. How many grams of Fe are needed to react with sufficient oxygen to produce 28.8 moles Fe2O3? Consider the reaction 2Mg + O2 ! 2MgO a. How many grams of MgO are produced from the complete reaction of 94.2 g Mg? b. How many grams of Mg are needed to produce 224 g of MgO in the complete reaction of Mg with oxygen gas? Limiting Reagents The reactant used up first in the chemical reaction is called the limiting reagent. Excess reagents are reactants present in quantities greater than what is needed by the r eaction. Consider again the reaction: 3H2(g) + N2(g) ! 2NH3(g) a. If 6.60 moles H2 are made to react with 4.42 moles N2, what is the l imiting reagent? How many moles NH3 will be produced? What reagent is in excess and by how much? Determine which reagent will produce the smallest amount of product: The amount of limiting reagent present at the start of the reaction determines the theoretical yield. To determine the amount of NH3 produced, use the limiting reagent. If 25.5 g H2 are made to react with 64.2 g N2, what is the limiting reagent? What is thetheoretical yield in g of NH3 that will be produced? How do you determine the limiting reagent? i. Get the number of moles of each reactant. ii. Calculate the number of moles of product using each reagent. iii. The one that yields the smallest number of moles of prod uct is the limiting reagent. Explain why the theoretical yield is not obtained in actual work. Ask them for possible reasons. Differentiate: Theoretical Yield, Actual Yield, and Percent Yield

Ask them to answer this practice exercise: 1. Silver metal reacts with sulfur to form silver sulfide according to the following reaction: 2Ag (s) + S(s) ! Ag2S (s) Watch the animation videos of limiting reagent from the following sources: • Limiting reagent [Vector animation]. Retrieved from McGraw Hill Education web site:http://www.mhhe.com/physsci/chemistry/essentialchemistry/flash/limitr15.swf • Limiting reactant [Vector animation]. Retrieved from North Carolina School of Medicine andMathematics web site: http://www.dlt.ncssm.edu/core/Chapter6-Stoichiometry/Chapter6-Animations/LimitingReactant.html • Reactants, products and leftovers [Simulation]. Retrieved from PhEt Interactive Simulations web site: http://phet.colorado.edu/sims/html/reactants-products-and-leftovers/latest/reactants-productsand-leftovers_en.html

E. Which of my 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 use/discover which I wish to share with other teachers? Prepared:

Checked:



SCHOOL TEACHER TEACHING DATE TEACHING TIME I. OBJECTIVES A. Content Standard B. Performance Standards C. Learning Competencies D. Objectives II. CONTENT III. LEARNING RESOURCES A. References 1. Teacher's Guide pages 2. Learner's Materials pages 3. Textbook pages 4. Additional materials from Learning Resource (LR) portal B. Other Learning Resources IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson B. Establishing a purpose for the lesson C. Presenting examples/instances of the new lesson D. Discussing new concepts and practicing new skills #1


GRADE LEVEL

11




E. Discussing new concepts and practicing new skills #2 F. Developing mastery G. Finding Practical skills in daily living H. Making generalizations and abstraction about the lesson I. Evaluating learning J. Additional activities for application or remediation V. REMARKS VI. REFLECTION A. No. of learners who earned 80% on the formative assessment B. No. of learners who require additional activities for remediation 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 my 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 use/discover which I wish to share with other teachers? Prepared:

Checked:


CELIA CONCEPTION O. GREGORIO Master Teacher II Noted:

SCHOOL

JUANITO Y. DE RAMOS, Ed. D. Principal III CABUYAO INTEGRATED NATIONAL HIGH SCHOOL

TEACHER TEACHING DATE TEACHING TIME I. OBJECTIVES A. Content Standard B. Performance Standards C. Learning Competencies D. Objectives II. CONTENT III. LEARNING RESOURCES A. References 1. Teacher's Guide pages 2. Learner's Materials pages 3. Textbook pages 4. Additional materials from Learning Resource (LR) portal B. Other Learning Resources IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson B. Establishing a purpose for the lesson C. Presenting examples/instances of the new lesson D. Discussing new concepts and practicing new skills #1 E. Discussing new concepts and practicing new skills #2


GRADE LEVEL

11



F. Developing mastery G. Finding Practical skills in daily living H. Making generalizations and abstraction about the lesson I. Evaluating learning J. Additional activities for application or remediation V. REMARKS VI. REFLECTION A. No. of learners who earned 80% on the formative assessment B. No. of learners who require additional activities for remediation 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 my 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 l ocalized materials did I use/discover which I wish to share with other teachers? Prepared:

Checked:


CELIA CONCEPTION O. GREGORIO Master Teacher II Noted:

SCHOOL

JUANITO Y. DE RAMOS, Ed. D. Principal III CABUYAO INTEGRATED NATIONAL HIGH SCHOOL

TEACHER TEACHING DATE TEACHING TIME I. OBJECTIVES A. Content Standard B. Performance Standards C. Learning Competencies D. Objectives II. CONTENT III. LEARNING RESOURCES A. References 1. Teacher's Guide pages 2. Learner's Materials pages 3. Textbook pages 4. Additional materials from Learning Resource (LR) portal B. Other Learning Resources IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson B. Establishing a purpose for the lesson C. Presenting examples/instances of the new lesson D. Discussing new concepts and practicing new skills #1 E. Discussing new concepts and practicing new skills #2 F. Developing mastery G. Finding Practical skills in daily living H. Making generalizations and abstraction about the lesson I. Evaluating learning J. Additional activities for application or remediation V. REMARKS


GRADE LEVEL

11



VI. REFLECTION A. No. of learners who earned 80% on the formative assessment B. No. of learners who require additional activities for remediation 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 my 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 use/discover which I wish to share with other teachers? Prepared:

Checked:



SCHOOL


GRADE LEVEL

11

TEACHER TEACHING DATE TEACHING TIME




I. OBJECTIVES A. Content Standard B. Performance Standards C. Learning Competencies

D. Objectives

II. CONTENT III. LEARNING RESOURCES A. References 1. Teacher's Guide pages 2. Learner's Materials pages 3. Textbook pages 4. Additional materials from Learning Resource (LR) portal B. Other Learning Resources IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson B. Establishing a purpose for the lesson C. Presenting examples/instances of the new lesson D. Discussing new concepts and practicing new skills #1

E. Discussing new concepts and practicing new skills #2 F. Developing mastery

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

H. Making generalizations and abstraction about the lesson


J. Additional activities for application or remediation V. REMARKS VI. REFLECTION A. No. of learners who earned 80% on the formative assessment

B. No. of learners who require additional activities for remediation 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 my 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 use/discover which I wish to share with other teachers? Prepared:

Checked:



Dll Mabregalado Chem 1

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