Republic of the Philippines

National Capital Region

Schools Division Office, Quezon City
SAUYO HIGH SCHOOL
2nd Laguna St. NIA Village Sauyo, Novaliches Quezon City

Quarter: FIRST Learning Area: MATTER Date: JULY 8, 2019

Boyle: Copernicus Galileo Fischer Avogadro
SCHEDULE:
6:00-6:50 6:50-7:40 8:30-9:20 9:45-10-35 10:35-11:20

I. OBJECTIVES

A. Content Standard The learners demonstrate an understanding of some important properties of

solutions.

The learners should be able to prepare concentrations of mixtures according

B. Performance Standards
to uses and availability of materials.
.

The learners should be able to EXPRESS CONCENTRATIONS OF

C. Learning Competency SOLUTIONS QUANTITATIVELY.
1. Calculate the percentage by volume of the given solutions. S7MT-Id-3.3

Given the necessary materials, students should be able to;

1. explain the methods of expressing the concentrations of solutions
D. Specific Objectives quantitatively.
2. solve problems using equation for the percentage by volume of solution.
3. develop perseverance and patience in solving mathematical problems.

II. CONTENT

A. Topic: CONCENTRATION OF SOLUTIONS

B. Sub-topic:
Percentage by VOLUME

C. Materials Needed: Visual aids, calculator, paper, learners module

III. LEARNING RESOURCES

A. References:
Teacher’s Guide pages 10-11
Learner’s Module pages 10-11
Textbook pages Science in Today’s World (PHOENIX) pp. 64-65
B. Other Learning Resources:
Primary Media
Operating System

Copyright URL
IV. PROCEDURES

Checking of their ASSIGNMENTS.

A. Reviewing previous 1. Glucose is sugar that is found abundantly in nature. What is the %
lesson or presenting the
by mass of a solution by dissolving 156 grams of glucose in 740 grams
new lesson (ELICIT)
of water?
2. What is the mass % of solute when 6.75 grams dissolve in 100
grams of water
 SAY:
Labels of products sold often show the concentrations of solutes
expressed as percent (%) by volume or mass. VINEGAR is often labeled as
5% ACIDITY which means that it contains 5 grams of acetic acid in 100
B. Establishing a purpose grams ogf vinegar. The common antiseptic AGUA OXINADA is a 3%
for the lesson (ELICIT) solution, that is, 3 grams hydrogen peroxide in 100 mL water.
The following sample problems show you that there is a way to KNOW the
EXACT RATIO of solute and solvent, which specifies the concentration of a
solution.

Enumerate the FORMULA in expressing the concentrations of PERCENT

C. Presenting by VOLUME/VOLUME
Examples/instances of the
new lesson %mass of solute= volume of solute X 100%
(ENGAGE) volume of solution

SAMPLE PROBLEM #1
Isopropyl alcohol is prepared by mixing 28 mL 72 mL isopropyl alcohol in 28
mL of water. Compute for the volume % of isopropyl alcohol?

GIVEN:

volume of solute=28 mL sucrose volume of solvent = 72 mL water

FORMULA:
D. Discussing new concepts
%mass of solute= volume of solute X 100%
and practicing new skills
volume of solution
(EXPLORE)
SOLUTION:
Required volume of solution?
Volume of solute plus volume of solvent
28 mL + 72 mL = 100 mL Solution

%mass of solute= volume of solute X 100%

volume of solution

72 mL X 100% = 72%
100 mL

E. Developing Mastery SAMPLE PROBLEM #2

(EXPLAIN) Determine the Volume % by mixing 56 mL Chloroform and 80 mL benzene

F. Finding practical What will be the primary consideration in solving for concentration of
applications of concepts solutions?
and skills in daily living
(EXTEND)

Provide “LECTURETTE”. Make sure students will develop an

understanding that:
Percent by volume is the volume of some part of the solution
G. Making generalizations (SOLUBLE) divided by the total volume of the solution (SOLUTE plus
and abstraction about the SOLVENT), then multiplying by 100% thus,
lesson
(ELABORATE) %mass of solute= volume of solute X 100%
Volume of solution

QUIZ:
Solve the ff. problems in percentage by mass. Show your complete
H. Evaluating Learning solutions.
(EVALUATE) 1. What is the volume of solution containing 20 mL of alcohol and 140
ml of water?
 2. An antifreeze is a substance added to a liquid to lower its freezing
point. If 4L of antifreeze is added to enough water to make 12 L of
solution, what is the percentage by volume of the solution?

Solve the ff. problems in percentage by mass. Show your complete

solutions.
1. A solution is made by dissolving 35 mL of ethyl alcohol in 75 mL of
I. Agreement
water. Find the volume percent of solute in a solution?
(EXTEND)
2. What is the volume percent when you combine 78 mL of isopropyl
alcohol and 240 mL of water?

V. REMARKS

VI. REFLECTION

A. No. of learners who earned

75% in the evaluation

B. No. of learners who require

additional activities for
remediation who scored below
75%

C. Did the remedial lesson

work?

D. No. of learner 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?
 Republic of the Philippines
National Capital Region
Schools Division Office, Quezon City
SAUYO HIGH SCHOOL
2nd Laguna St. NIA Village Sauyo, Novaliches Quezon City

Quarter: FIRST Learning Area: MATTER Date: JULY 9, 2019

Boyle: Copernicus Galileo Fischer Avogadro
SCHEDULE:
6:00-6:50 6:50-7:40 8:30-9:20 9:45-10-35 10:35-11:20

I. OBJECTIVES

A. Content Standard The learners demonstrate an understanding of some important properties of

solutions.

The learners should be able to prepare concentrations of mixtures according

B. Performance Standards
to uses and availability of materials.
.

The learners should be able to EXPRESS CONCENTRATIONS OF

C. Learning Competency SOLUTIONS QUANTITATIVELY.
1. Calculate the percentage by mass/volume of the given solutions.
S7MT-Id-3.4

Given the necessary materials, students should be able to;

1. explain the methods of expressing the concentrations of solutions
D. Specific Objectives quantitatively.
2. solve problems using equation for the percentage by mass over volume of
solution.
3. develop perseverance and patience in solving mathematical problems.

II. CONTENT

A. Topic: CONCENTRATION OF SOLUTIONS

B. Sub-topic:
Percentage by MASS/VOLUME

C. Materials Needed: Visual aids, calculator, paper, learners module

III. LEARNING RESOURCES

A. References:
Teacher’s Guide pages 10-11
Learner’s Module pages 10-11
Textbook pages Science in Today’s World (PHOENIX) pp. 64-65
B. Other Learning Resources:
Primary Media
Operating System

Copyright URL
IV. PROCEDURES

Checking of their ASSIGNMENTS.

A. Reviewing previous 1. A solution is made by dissolving 35 mL of ethyl alcohol in 75 mL of
lesson or presenting the
water. Find the volume percent of solute in a solution?
new lesson (ELICIT)
2. What is the volume percent when you combine 78 mL of isopropyl
alcohol and 240 mL of water?
 SAY:
Labels of products sold often show the concentrations of solutes
expressed as percent (%) by volume or mass. VINEGAR is often labeled as
5% ACIDITY which means that it contains 5 grams of acetic acid in 100
B. Establishing a purpose grams ogf vinegar. The common antiseptic AGUA OXINADA is a 3%
for the lesson (ELICIT) solution, that is, 3 grams hydrogen peroxide in 100 mL water.
The following sample problems show you that there is a way to KNOW the
EXACT RATIO of solute and solvent, which specifies the concentration of a
solution.

Enumerate the FORMULA in expressing the concentrations of PERCENT

C. Presenting by MASS/VOLUME
Examples/instances of the
new lesson %mass of solute= mass of solute X 100%
(ENGAGE) volume of solution

SAMPLE PROBLEM #1
You have 125 grams of potassium sulfate and 325.6 L of solution. What is
the concentration of your solution?

GIVEN:

mass of solute=125 g potassium sulfate volume of soln = 325.6 L water

FORMULA:
D. Discussing new concepts
%mass of solute= mass of solute X 100%
and practicing new skills
volume of solution
(EXPLORE)
SOLUTION:
Required volume of solution in mL?
Convert 325.6 L in mL
=3256 mL

%mass of solute= mass of solute X 100%

volume of solution

125 g X 100% = 3.84%

3256 mL

E. Developing Mastery SAMPLE PROBLEM #2

(EXPLAIN) If 1625.35 g sodium hydroxide are dissolved in 6750 mL of solution, what is
the concentration of the solution?

F. Finding practical What will be the primary consideration in solving for concentration of
applications of concepts solutions?
and skills in daily living
(EXTEND)

Provide “LECTURETTE”. Make sure students will develop an

understanding that:
Percent by over volume of some part of the solution (SOLUBLE)
G. Making generalizations divided by the total volume of the solution (SOLUTE plus SOLVENT),
and abstraction about the then multiplying by 100% thus,
lesson
(ELABORATE) %mass of solute= mass of solute X 100%
Volume of solution

QUIZ:
H. Evaluating Learning
(EVALUATE)
Solve the ff. problems in percentage by mass/volume. Show your
complete solutions.
 1. What is the mass/volme of solution containing 50 g of salt in 150 ml
of water?

Solve the ff. problems in percentage by mass. Show your complete

solutions.
I. Agreement 1. normal saline solution that is used to dissolve drugs for intravenous
(EXTEND)
use is 0.92% (m/v) NaCl in water. How many grams of NaCl are
required to prepare 50 mL of normal saline solution?

V. REMARKS

VI. REFLECTION

A. No. of learners who earned

75% in the evaluation

B. No. of learners who require

additional activities for
remediation who scored below
75%

C. Did the remedial lesson

work?

D. No. of learner 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?
 Republic of the Philippines
National Capital Region
Schools Division Office, Quezon City
SAUYO HIGH SCHOOL
2nd Laguna St. NIA Village Sauyo, Novaliches Quezon City

Quarter: FIRST Learning Area: MATTER Date: JULY 10 and 11, 2019
Boyle: Copernicus Galileo Fischer Avogadro
SCHEDULE:
6:00-6:50 6:50-7:40 8:30-9:20 9:45-10-35 10:35-11:20

I. OBJECTIVES

A. Content Standard The learners demonstrate an understanding of the properties of substances

that distinguishes them from mixtures.

The learners should be able to investigate the properties of mixtures of

B. Performance Standards
varying concentrations using available materials in the community for
specific.
.

The learners should be able to distinguish mixtures from compounds

C. Learning Competency according to its composition and properties (use VENN DIAGRAM,
TABULATION, TABLE ORGANIZER etc.)
S7MT-Ie-f4.1

Given the necessary materials, students should be able to;

1. classify matter as pure substance or mixtures. (DAY 1)
D. Specific Objectives 2. differentiate between homogenous and heterogeneous, elements and
compounds using a Venn diagram. (DAY 1)
3. give examples of pure substances and mixtures. (DAY 2)
4. recognize the importance of knowing the concepts of pure substance and
mixtures. (DAY 2)

II. CONTENT

A. Topic: CLASSIFICATION OF MATTER

B. Sub-topic:
Pure Substances and Mixtures, Elements and Compounds

C. Materials Needed: Visual aids, paper, learners module

III. LEARNING RESOURCES

A. References:
Teacher’s Guide pages 19-20
Learner’s Module pages 23-25
Textbook pages Science in Today’s World (PHOENIX) pp. 82-85
B. Other Learning Resources:
Primary Media
Operating System

Copyright URL
IV. PROCEDURES

Checking of their ASSIGNMENTS.

A. Reviewing previous 1. Normal saline solution that is used to dissolve drugs for intravenous
lesson or presenting the
use is 0.92% (m/v) NaCl in water. How many grams of NaCl are
new lesson (ELICIT)
required to prepare 50 mL of normal saline solution?
 Teacher demonstration

Materials needed:
B. Establishing a purpose Coffee/tea, milk, sugar, cookies, hot water, bonet, ¼ manila paper,
for the lesson (ELICIT) strips of paper, markers, string, puncher

Procedure:
1. Dissolve the tea/coffee in hot water. Add sugar and milk, learned in your
preference.
2. In a large bowl, mix the cookies you brought in.
3. Take note of your observations after following steps 1 and 2.
4. You can start eating. Enjoy your part tea.

Ask:
C. Presenting 1. What were your observations when the tea/coffee was dissolve in water?
Examples/instances of the 2. What happened to the tea or the coffee?
new lesson 3. What happened to the cookies on the bowl?
(ENGAGE) 4. What can you say about their differences? What about their similarities?
5. Can you still identify each component?
6. What type of matter are they?
7. WHAT ARE MIXTURES?

1. Discuss that matter can be classified as substance and mixtures.

2. Further classify the pure substance as elements and compounds, mixtures
as homogeneous and heterogeneous using a Venn diagram

Homogenous Heterogeneous

D. Discussing new concepts

and practicing new skills
(EXPLORE)

Elements Compounds

DAY 2 (July 9, 2019)

E. Developing Mastery 3. Ask the students to classify the substances into elements or compounds
(EXPLAIN) based on the chemical make-up.
Gold (Au) Copper (Cu)
Water (H2O) Lead (Pb)
Sulfur (S) Helium (He)
Iodine crystals (I) Silver (Ag)
Muriatic acid (HCl) Carbon dioxide (CO2)
Glucose (C6O12O6) Vinegar (CH3COOH)
Table salt (NaCl) Hydrogen (H)
ASK:
-Are all the substances commonly used by people?
-What is your basis in classifying the substances?
-What is common among the substances that are classified together?
-What do you call the substances that are made up of two or more elements?
-How do you defined a compound?

F. Finding practical
applications of concepts Give some products found in your home and classify it as pure
and skills in daily living substance or mixture. (ex. Soy sauce-mixture, Salt-Pure substance)
(EXTEND)
 Provide “LECTURETTE”. Make sure students will develop an
understanding that:
MATTER can be classified as PURE SUBSTANCE or MIXTURE.
G. Making generalizations Pure Substances have a constant composition. Samples of material which
and abstraction about the are pure substances have similar compos identical chemical properties.
lesson Pure substances cannot be separated by physical means. Substances
(ELABORATE) cannot be separated by physical means.
Mixtures are not pure substance. They always consists of two or more
component substances which are physically combined with no definite
proportions.
Classify each of the following as to whether it is a SUBSTANCE or a MIXTURE. If it
is a substance, write ELEMENT or COMPOUND in the substance column. If it is a
mixture write HOMOGENEOUS or HETEREGENEOUS in the mixture column.

Type of Matter Substance Mixture

H. Evaluating Learning Chlorine
(EVALUATE) Water
Soil
Ice cream
Saltwater

I. Agreement
(EXTEND)

V. REMARKS

VI. REFLECTION

A. No. of learners who earned

75% in the evaluation

B. No. of learners who require

additional activities for
remediation who scored below
75%

C. Did the remedial lesson

work?

D. No. of learner 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?
 Republic of the Philippines
National Capital Region
Schools Division Office, Quezon City
SAUYO HIGH SCHOOL
2nd Laguna St. NIA Village Sauyo, Novaliches Quezon City

Quarter: FIRST Learning Area: MATTER Date: JULY 12, 2019

Boyle: Copernicus Galileo Fischer Avogadro
SCHEDULE:
6:00-6:50 6:50-7:40 8:30-9:20 9:45-10-35 10:35-11:20

I. OBJECTIVES

A. Content Standard The learners demonstrate an understanding of the properties of substances

that distinguishes them from mixtures.

The learners should be able to investigate the properties of mixtures of

B. Performance Standards
varying concentrations using available materials in the community for
specific.
.

The learners should be able to classify materials as substance or mixtures

C. Learning Competency S7MT-Ie-f4.2

Given the necessary materials, students should be able to;

1. describe what mixture is
D. Specific Objectives 2. distinguish between homogeneous and heterogeneous mixtures.
2. recognize the importance of knowing the concepts of homogeneous and
heterogeneous mixtures in everyday activity.

II. CONTENT

A. Topic: MIXTURES

B. Sub-topic:
Homogeneous and Heterogeneous Mixtures

C. Materials Needed: Visual aids, paper, learners module

III. LEARNING RESOURCES

A. References:
Teacher’s Guide pages 19-20
Learner’s Module pages 23-25
Textbook pages Science in Today’s World (PHOENIX) pp. 41-45
B. Other Learning Resources:
Primary Media
Operating System

Copyright URL http://chemistry.about.com/od/a/heterogeneous-vs-homogeneous.html

IV. PROCEDURES
Classify each of the following as to whether it is a SUBSTANCE or a MIXTURE.

A. Reviewing previous Type of Matter Substance Mixture

lesson or presenting the Chlorine
new lesson (ELICIT) Water
Soil

Arrange the numbers in a descending order to reveal the correct word

below.
 2 4 5 3 6 8 7 9
S R U E T I X M

B. Establishing a purpose
for the lesson (ELICIT) 18 14 27 2 17 22 13 28 10 23 5 25 20
G N E S E R E H O E U T O

16 3 20 10 12 25 6 22 8 23 18
E S O E N H U M O O M

SHOW A PICTURE OF HALO-HALO

C. Presenting ASK:
Examples/instances of the What can you see?
new lesson Have you eaten/drank halo-halo?
(ENGAGE) Why do you think it is called halo-halo?

MIXTURE
Has variable composition made
up of 2 or more substances

D. Discussing new concepts

and practicing new skills HOMOGENEOUS HETEROGENEOUS
(EXPLORE) The composition of the mixture is Has localized regions with
the same throughout.
different properties
Particles are uniformly distributed
Only one phase of matter is
2 or more phases can be
observed observed

HOMOGENEOUS or HETEROGENEOUS MIXTURES

(Science Work text for Grade 7 Vivian B. Intalano et-al pp.age 44)

Classify the following mixtures as HOMOGENEOUS or

HETEROGENEOUS. Write HM for homogeneous and
HT for heterogeneous.
_____1. Paracetamol that needs to be shaken before being taken orally.
_____2. Mixture of gravel, sand and cement.
_____3. A 14-karat gold ring
_____4. Soil
_____5. Sugar in water
_____6. Fishes, water and pebbles in an aquarium
_____7. Brass
E. Developing Mastery _____8. Stainless steel
(EXPLAIN) _____9. Cheesecake
_____10. Freshly squeezed calamansi juice
_____11. Pizza pie
_____12. Saltwater
_____13. Softdrinks
_____14. 70% isoprophyl alcohol
_____15. Atlantic ocean
_____16. Muddy water after flooding
_____17. Fresh air
_____18. Chips ahoy chocolate cookies
_____19. Egg pie
_____20. Sugar and water
_____21. Clear apple juice
_____22. Gasoline
_____23. Vinegar
_____24. Chunky peanut butter
_____25. Beef stew
 Do you think mixture is important in our daily life?
F. Finding practical
applications of concepts
How important is it at home?
and skills in daily living How important is it to you
(EXTEND)

Provide “LECTURETTE”. Make sure students will develop an

understanding that:
MATTER can be classified as PURE SUBSTANCE or MIXTURE.
G. Making generalizations
Pure Substances have a constant composition. Samples of material which
and abstraction about the
are pure substances have similar compos identical chemical properties.
lesson
Pure substances cannot be separated by physical means. Substances
(ELABORATE)
cannot be separated by physical means.
Mixtures are not pure substance. They always consists of two or more
component substances which are physically combined with no definite
proportions.

Identify whether the following mixture is a HOMOGENEOUS or a

HETEROGENEOUS mixture.
1. Vinegar 6. Bowl of colored candies
2. Dishwashing detergent 7. Cereal in milk
H. Evaluating Learning 3. Vegetable soup 8. Pizza
(EVALUATE) 4. Alcoholic drinks 9. Salad
5. Gravel and sand 10. Hot coffee
I. Agreement
(EXTEND)

V. REMARKS

VI. REFLECTION
A. No. of learners who earned
75% in the evaluation
B. No. of learners who require
additional activities for
remediation who scored below
75%
C. Did the remedial lesson
work?
D. No. of learner 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 by

JEFFERSON M. ISORENA
Grade 7 Science Teacher

Checked by: Submitted to:

ANAFLOR S. GUIANG ANNABELLE S. CRUZ

MT1: Science Department HTIII-Science Department

Noted by:

JOSEPH PALISOC
Principal IV