7

Quarter
Lesson 1 1
Lesson Exemplar Lesson

for Science 7
for Science
Lesson Exemplar for Science 7
Quarter 1: Lesson 7 (Week 7)
S.Y. 2024-2025

This material is intended exclusively for the use of teachers participating in the implementation of the MATATAG K to 10 Curriculum during the School
Year 2024-2025. It aims to assist in delivering the curriculum content, standards, and lesson competencies. Any unauthorized reproduction, distribution,
modification, or utilization of this material beyond the designated scope is strictly prohibited and may result in appropriate legal actions and disciplinary measures.

Borrowed content included in this material are owned by their respective copyright holders. Every effort has been made to locate and obtain permission
to use these materials from their respective copyright owners. The publisher and development team do not represent nor claim ownership over them.

Development Team

Writers:
• Dr. Justina T. Lantajo (Leyte Normal University)

Validator:
• Dr. Ma. Victoria D. Naboya (Leyte Normal University)

Revised and reviewed: PNU RITQ Team

Management Team
Philippine Normal University
Research Institute for Teacher Quality
SiMERR National Research Centre

Every care has been taken to ensure the accuracy of the information provided in this material. For inquiries or feedback, please write or call the Office
of the Director of the Bureau of Learning Resources via telephone numbers (02) 8634-1072 and 8631-6922 or by email at [email protected]
SCIENCE (CHEMISTRY) / QUARTER 1 / GRADE 7

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content The learners shall learn the properties of solutions such as solubility and reaction to litmus determine their use.
Standards

B. Performance By the end of the Quarter, learners recognize that scientists use models to describe the particle model of matter. They
Standards use diagrams and illustrations to explain the motion and arrangement of particles during changes of state. They
demonstrate an understanding of the role of solute and solvent in solutions and the factors that affect solubility. They
demonstrate skills to plan and conduct a scientific investigation making accurate measurements and using standard
units.

C. Learning Learning Competency

Competencies The learners shall be able to identify the role of the solute and solvent in a solution and to express quantitatively the
and Objectives amount of solute present in a given volume of solution.

Learning Objectives
At the end of the lesson, the learner shall be able to:
1. identify the properties of a solution.
2. differentiate saturated from unsaturated solutions.
3. calculate the amount of solute in a given mass of solution (percent by mass)
4. calculate the amount of solute in a given volume of solution (percent by volume)

D. Content Properties of Solutions

Saturated and Unsaturated Solutions
Solutions, solubility, and concentration

E. Integration Understanding the role of solutions is essential in the field of environmental science because it help mitigate many
environmental issues and protect human health by improving environmental quality and reducing exposure to harmful
pollutants. Moreover, in the field of pharmacy, solutions play a critical role in various aspects of pharmaceutical practice,
research, and healthcare.

1
II. LEARNING RESOURCES

● Science 7 Q1 PIVOT Learning Materials pages 20-24

● Asuncion, Alvie et.al “Science Grade 7 Learners Material” First Edition 2017, 111-112
● Set-up of Filtration (3D diagram). Retrieved from https://quizlet.com/hk/241654822/set-up-of-filtration-3-d-diagram/
● Saturated vs. Unsaturated Solutions. Retrieved from https://chemistrynonmetals.wordpress.com/solubility/

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior DAY 1 ANSWER KEY:

Knowledge Complete the statements below by choosing the correct answers from the given choices A solvent is a substance used
in the box. to dissolve a solute. It is of the
greater amount. While a solute
is a substance that is being
solvent solute soluble dissolved. It is of the smaller
amount. There are substances
insoluble greater smaller
that can be dissolved in the
given solvent, it is called
A _____ is a substance used to dissolve a _____. It is of the _____ amount. While a _____ soluble. While the materials
is a substance that is being dissolved. It is of the _____ amount. There are substances that can’t be dissolved is
that can be dissolved in the given solvent, it is called _____. While the materials that called insoluble.
can’t be dissolved is called _____.

B. Establishing Lesson 1. Lesson Purpose

Purpose The learners shall be able to identify the properties of a solution.

2. Unlocking Content Vocabulary

Read out the following words and ask the learners to read them to themselves and then
out loud as a class.

Mixture, solution, uniform, filtration

• Ask the learners to select one of the words above and write one sentence using
that word in everyday language.
• Ask the learners to select one of the words above and write one sentence using
the scientific meaning of that word.

2
C. Developing and 1. Explicitation
Deepening The learners will read a Philippine folklore titled “Why the Sea is Salty” (10 minutes)
Understanding

Narrated by José M. Paredes of Bangued, Ilocos Sur.

He heard the story from a farmer. A few years after the creation of the world there lived
a tall giant by the name of Ang-ngalo. Ang-ngalo was a wanderer, and a lover of work.
He lived in the mountains, where he dug many caves. One bright morning, while Ang-
ngalo was climbing to his loftiest cave, he spied across the ocean. The ocean at the time
was pure, its water being the accumulated tears of a disappointed goddess - a beautiful
maid. She beckoned to him, and waved her black handkerchief; so, Ang-ngalo waded
across to her through the water. This beautiful maid was Signet, the goddess of the
dark. She said to Ang-ngalo, "I am tired of my dark palace in heaven. You are a great
builder. What I want you to do for me is to erect a great mansion on this spot. This
mansion must be built of bricks as white as snow." Ang-ngalo could not find any bricks
as white as snow; the only white thing there then was salt. So, he went for help to
Asin, the ruler of the Kingdom of Salt. Asin gave him pure bricks of salt, as white as
snow. Then, Ang-ngalo built hundreds of bamboo bridges across the ocean. Millions of
men were employed day and night transporting the white bricks from one side of the
ocean to the other. One day, while the men were busy carrying the salt bricks across
the bridges, big waves destroyed them. The brick- carriers were buried in deep bosom.
In time, the salt dissolved, and today the sea is salty.

1. Worked Example

Guide Questions:
1. Based on folklore, why do the fresh water from sea became salty?
2. What happens to the bricks of salt that made the water salty?
3. What is formed when a solute like salt dissolves in a solvent like water?
4. How may phase of matter can be seen in a salt solution?

3
3. Lesson Activity
Properties of Solutions The teacher will explain that
The learners will bring the following materials to perform a simple activity that if only one phase of matter is
highlights the properties of solution. visible in a mixture, it
exhibits a property of a
Materials: solution. To dig deeper into
sugar transparent plastic cups of similar sizes the properties of solutions,
salt 6 cups of water the learners will carry out a
mongo seeds 6 pieces spoons simple investigation.
powdered juice cheesecloth
cooking oil

Procedure:
1. Predict which among the given samples will dissolve in water. Write your
predictions in Column 2 of Table 1.
2. Put one cup of water in each of the cups.
3. Add ½ teaspoon of each of the six samples. Use the teaspoon to mix thoroughly
as much of each sample as possible. Use a different teaspoon for each of the
cups.

Table 1.
1 2 3 4 5 6
Will dissolve Can be
Appearance Number
Sample in 1 cup of separated Solution
(Uniform/ of
(solid/liquid) water by filtration or not
Not uniform) Phases
(Yes/No) (Yes/No)
Sugar
Salt
Mongo seeds
Powdered juice
Cooking oil
White vinegar

4
 4. Filter the mixture with filter paper using a setup like
Figure 1. You may use cheesecloth or old, white T-
shirt with the improvised funnel from the cut upper
portion of the plastic bottle.

Figure 1. Filtration Set-up

https://quizlet.com/hk/241654822/set-up-of-
filtration-3-d-diagram/

Guide Questions:
1. Describe the mixture that resulted after mixing. Write your answer in Column 3
of Table 1.
2. How many phases have you observed? Write your answer and observations in
Column 4.
3. Identify the solute in each of the mixtures. Write your answers on the space
provided below.
4. What is the solvent in each of the mixtures?
5. In which mixture were you able to separate the components (solute and solvent)
by filtration? Write your observations in column 5 of Table 1.
6. Which of the samples are solutions? Write your answers in Column 6.
7. Do you consider solutions as homogeneous mixtures? Why? Why not?

D. Making Learners’ Takeaways

Generalizations The learners will write down in the box the words or phrases which can be associated
with the properties of solution.

5
 Has this lesson helped you better understand the properties of solutions? If so, how?

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS

A. Evaluating 1. Formative Assessment ANSWER KEY:

Learning Written Work. 1. D
2. D
The learners will be given a set of questions which will serve as formative 3. D
assessment to evaluate their learning outcomes for the day’s lesson objectives and 4. B
competencies. 5. A

Directions: Read each question carefully and write only the letter of the correct
answer in a separate sheet of paper.

1. All the following describes a solution EXCEPT:

A. Clear
B. Homogeneous
C. Cannot pass through filter paper.
D. Can be separated by physical means.

6
2. Salt dissolved in water is a/an _______________.
A. Compound
B. Element
C. Heterogeneous mixture
D. Solution

3. Which of the following is a homogeneous mixture?

A. Oil and water
B. Sand and water
C. Halo-halo
D. Air

4. Homogeneous and heterogeneous mixtures are different because ________.

A. Heterogeneous has 2 substances while homogeneous has 3 or more
substances.
B. Homogeneous looks the same throughout, with heterogeneous you can see the
different parts.
C. Heterogeneous looks the same throughout, with homogeneous you can see the
different parts.
D. Both have an equal number of substances.

5. This type of mixture contains two or more substances that are visibly
distinguishable.
A. heterogeneous
B. homogeneous
C. solution
D. suspension

2. Homework
The learners will be tasked to have an advanced reading on saturated and
unsaturated solutions.

7
A. Activating Prior DAY 2
Knowledge The learners will identify if the given materials are homogeneous or
heterogeneous mixtures. They also must give reasons for their answers.
1. Orange juice
2. Halo-halo
3. Milk
4. Sand mixed with water.
5. Milk and oat

B. Establishing Lesson 1. Lesson Purpose

Purpose The learners shall be able state the difference between saturated and
unsaturated solutions.

2. Unlocking Content Vocabulary

The learners will arrange the numbers in descending order to reveal the Answer Key:
correct word. 1. SATURATED
2. UNSATURATED
2 4 5 3 6 8 7 9 1 3. SUPERSATURATED
1.
E A R T U A T S D
16 3 20 10 12 25 6 22 8 2 1
2.
A T S U T U A N R E D

16 3 20 10 5 14 6 22 9 2 4 1 7 8
3.
P T U R R E U S S E A D T A

C. Developing and 1. Explicitation Photo from:

Deepening https://chemistrynonmetals.wo
Understanding The learners are tasked to analyze and rdpress.com/solubility/
explain the diagram that shows the
differences between saturated and
unsaturated solutions.

8
2. Worked Example
1. In which type of solution does salt completely dissolve?
2. In which type of solution does salt did not dissolve completely?
3. What is saturated solution? /Unsaturated solution?

Directions: The learners will determine if the given solutions are saturated or
unsaturated.
1. 500 grams of flour is completely dissolved in 1 liter of water.
2. When another 200 grams of flour was added in the solution, the additional flour
was not dissolved completely.
3. The solutions cannot hold any more solute.
4. One pack of gelatin powder completely dissolved in 400 grams water.
5. The milk powder cannot be dissolved anymore in a cup of water.
3. Lesson Activity

Objective:
The learners will carry out an investigation to deepen their understanding on
saturated and unsaturated solutions. They will identify if the solutions are
saturated or unsaturated.

Materials:
2 teaspoons of sugar for solution A
1 teaspoon of sugar for Solution B Note: the cup and amount of
1 cup water for solution A water must be the same for
1 cup water for solution B Solution A and B
Teaspoon for stirring.
Beaker/measuring cup

Procedure:
1. Label the two cups with Solution A and Solution B, appropriately.
2. Dissolve 1 teaspoon of sugar in 1 cup of water for Solution A.
3. Stir until all sugar is dissolved.
4. Dissolve 1 teaspoon of sugar in 1 cup of water for Solution B.
9
 5. Stir until all sugar is dissolved.
6. Add another 1 teaspoon of sugar in the same cup of water for solution B.
7. Stir until all sugar particles are dissolved.
8. Copy and complete Table 2 below.

Table 2.
Type of Observation that will support
Saturated/Unsaturated
Solution your answer

Solution A

Solution B

D. Making Learners’ Takeaways

Generalizations Using the Venn Diagram, the learners will compare and contrast saturated and
unsaturated solutions. Similarities will be written at the center and differences on
both sides of the diagram.

10
IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS

A. Evaluating Learning 1. Formative Assessment

Written Work. The learners will be given a set of questions which will serve as Answer Key:
formative assessment to evaluate their learning outcomes for the day’s lesson
objectives and competencies. 1. A

Directions: Read each question carefully and write only the letter of the correct 2. B
answer on a separate sheet of paper.
3. D
1. What type of solution has small amount of solute and more solute would dissolve 4. B
if added?
A. Unsaturated 5. C
B. Concentrated
C. Saturated
D. Supersaturated

2. When a solution cannot dissolve no more solute because it is at its maximum

solute level, how can the solution be described?
A. Concentrated
B. Saturated
C. Supersaturated
D. Unsaturated

3. Which type of solution contains too much solute and will not dissolve but
appears to be thick and crystallizes rapidly?
A. Concentrated
B. Dilute
C. Saturated
D. Supersaturated

4. You are given 40mL solution in a beaker. You add more solute and observed
that some particles did not dissolve. What type of solution is it?
A. Concentrated
B. Saturated

11
 C. Supersaturated
D. Unsaturated

5. How will you prepare an unsaturated solution?

A. Freeze the mixture.
B. Stir the powder in the liquid.
C. Add a smaller amount of powder to the liquid.
D. Add more solute in a lower amount of solvent.

2. Homework
The learners will be tasked to have an advance reading on concentrations of
solutions.

A. Activating Prior DAY 3

Knowledge
Short Review
Based on the previous lesson, learners will read each sentence and categorize
the underlined word based on how they are used in a situation.
Choose the answer inside the box.

solvent saturated
unsaturated solution
mass solute

1. The salt mixed with water to make a brine solution.

2. Water is used to dissolve powdered juice to make lemonade.
3. You have 100 millimeters of water and 45.0 grams of sugar to make a sugar
solution. In making the solution, add the sugar little by little while stirring it.
You observed that there is still sugar which is dissolving after a series of adding
and stirring processes. In this scenario, how will you describe the sugar
solution?
4. In a brine solution, you used 35 grams of salt in 100 millimeters of water.
Gradually, you put salt up to the last amount of it while stirring the water. You
observe that no more salt is dissolving after completely adding 35 grams.
Therefore, the brine solution is _____?

12
 5. When you mix a solute in a solvent you form a homogeneous mixture called
_____?
The teacher will check whether the answers are correct or not. In case the
answer is incorrect, ask the student for a possible reason why they got it incorrect
to make clarification and clear their minds on the specific item.

B. Establishing Lesson 1. Lesson Purpose

Purpose Explain to the learners that the lesson is all about calculation of the mass of
solute in each mass of solution (percent by mass).

2. Unlocking Content Vocabulary

The teacher will assist the learners to analyze and arrange the phrases ANSWER KEY:
together to define each word below correctly. 1. Measure of amount of matter
in an object
Define: 2. Percent by mass is the
amount of solute in a given
1. Mass is ____________________________________________________.
mass of solution, expressed as
amount of matter grams of solute per 100 grams
measure of of solution.
in an object

2. Percent by mass is ______________________________________________________.

solute in a given mass

of solution expressed as grams of solute
per 100 grams of solution
the amount of

C. Developing and 1. Explicitation

Deepening The teacher will guide the learners in forming the correct equation to calculate the
Understanding amount of solute in each mass of solvent.

The teacher will allow the learners to make an equation out of the information from
the table:
Percent by mass Mass of solution
Mass of solute 100%
13
The teacher will also introduce to the students the steps to follow in this way, the
learners will be guided in the problem-solving activity.

Procedure:
Step 1. Identify the given.
Given:
mass of solute =
mass of solution=

Step 2. What is asked?

Step 3. Write the formula to be used.

Step 4. Substitute the formula by the given data and perform the necessary
operation.

2. Worked Example
There are some products that are sold in the market showing the concentrations
of solutes expressed as percent by mass or percent by volume. The most common
examples are the alcohols (isopropyl and ethyl) that are used as disinfectants. These
alcohols are a solution of 70% isopropyl or ethyl alcohol. It means that there is 70
millimeters of alcohol in every 100 millimeters of rubbing alcohol.

Calculate the mass percent of salt in a brine solution that is made by dissolving 13
grams of salt in 100 grams of water.

14
Problem solving
Step 1. Identify the given.
Given:
mass of solute =13 grams of salt
mass of solution = 113 grams of water

Step 2. What is asked?

mass percent of salt

Step 3. Write the formula to be used.

Step 4. Substitute the formula by the given data and perform the necessary
operation.

Note: The teacher can provide more sample problems if needed.

3. Lesson Activity

Objective: The learners will solve the problem on their own using the steps learned
from the discussion.

Problem Solving
Read each problem below and solve what is being asked in each number.

15
 Problem No. 1 ANSWER KEY:
A certain player won third place in his game, and he was given a bronze medal
made from copper and zinc. What is the mass percent of zinc in a bronze medal Problem No. 1
made by adding 22.5 g of zinc to 427.5 g of copper? the mass percent of zinc in the
bronze medal is 5%.
Problem No. 2
You are walking along the path of the school, and suddenly found 1 peso coin. The Problem No. 2
coin is a nickel-plated steel solid solution made by dissolving 1.5 g of nickel in 4.5 the mass percent of nickel in
the 1 peso coin is 25%.
g of copper. Solve for the mass percent of nickel.
Problem No. 3 Problem No. 3
A gold medal given to an honor student was a solid solution made by dissolving the percent mass of gold in the
11.0 g of gold in 554.0 g of silver. What is the percent mass of gold in a gold medal? gold medal is approximately
1.95%.
Note: The teacher can provide more sample problems if needed.

D. Making Learners’ Takeaways

Generalizations The learners will answer the question:
Has this lesson helped you to calculate the amount of solute in each volume of
solution (percent by volume)? /If yes, how?

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS

A. Evaluating Learning 1. Formative Assessment

Written Work.
The learners will be given a set of questions which will serve as formative
assessment to evaluate their learning outcomes for the day’s lesson, objectives and
competencies.

Directions: Read each question carefully and write only the letter of the correct
answer on a separate sheet of paper.

16
1. Which of the following refers to the amount of matter in an object? ANSWER KEY:
A. Mass 1. A
B. Volume 2. D
C. Percent by mass 3-5. Problem Solving
D. Percent by volume
Given:
2. Which of the following best describes percent by mass? Mass of zinc (solute) = 1.26 g
A. The amount of space occupied by matter. Mass of copper = 2.34 g
B. The amount of matter in an object. Total mass of solution (coin) =
C. It is the amount of solute in each volume of solution expressed as grams mass of zinc + mass of copper =
solute per 100 milliliters. 1.26 g + 2.34 g = 3.60 g
D. It is the amount of solute in each mass of solvent expressed as grams solute
per 100 milliliters. Formula:

3-5 Problem solving. (1 point each step). Be guided by the steps.

Solution:
25 cents are a solid solution that is made by adding 1.26g of zinc to 2.34 g of
copper. Find the percent of volume of zinc in a solution.

Problem solving
Step 1. Identify the given.
Step 2. What is asked?
Step 3. Write the formula to be used.
Answer: the percent by mass of
Step 4. Substitute the formula by the given data and perform the necessary zinc in the 25 cents coin is
operation. 35%.

2. Homework
Practice solving problems by calculating percent by mass of a substance in a
solution.

17
A. Activating Prior DAY 4
Knowledge
Short Review
Based on the previous discussion, calculating the amount of solute in each mass
of solution (percent by mass) answers the following activity.
a. Write the formula to be used in calculating amount of solute in each mass of
solution (percent by mass).

b. The following are the steps used to be guided in calculating the amount of solute
in each mass of solution (percent by mass). Arranged the steps accordingly.
Write steps 1, 2, 3 and 4.
______ What is asked?
______ Substitute the formula by the given data and perform the necessary
operation.
______ Write the formula to be used.
______ Identify the given.

B. Establishing Lesson 1. Lesson Purpose

Purpose Explain to the learners that the lesson is all about calculation of the volume of
solute in each volume of solution (percent by mass).
2. Unlocking Content Vocabulary
The teacher will let the learners match Column A with Column B. Let the
learners read the definition/description in Column A to match correctly in the terms
in Column B.
Column A Column B
1. It is the volume of solute in each volume of solution x 100 a. volume
2. These are used to express measured volume of liquid (small
b. Percent by volume
or large amount)
3. The amount of space occupied by matter c. milliliters (mL),
liters (L)

18
C. Developing and
1. Explicitation
Deepening
Understanding
The teacher will guide the learners in forming the correct equation to calculate
the volume of solute in each volume of solution. The teacher will allow the learners
to make an equation out of the information from the table.

Volume of solute Volume of solution

Percent by volume 100%

Percent by volume = (volume of solute)/(volume of solution) X 100

The teacher will again introduce the students the steps to follow in solving the
problem. In this way, the learners will be guided in the problem-solving activity.

Step 1. Identify the given.

Given:
mass of solute =
mass of solution=

Step 2. What is asked?

Step 3. Write the formula to be used.

Step 4. Substitute the formula by the given data and perform the necessary
operation.

19
2. Worked Example

Sample problem
A hydrochloric acid solution is made from diluting 7.5 millimeters of
hydrochloric acid in 100 millimeters of water. Calculate the percent volume of
hydrochloric acid in a solution.

Problem solving
Step 1. Identify the given.
Given:
volume of solute = 7.5 millimeters hydrochloric acid
volume of solution = 100 millimeters of water

Step 2. What is asked?

percent volume of hydrochloric acid in a solution

Step 3. Write the formula to be used.

Percent by volume = (volume of solute)/(volume of solution) X 100

Step 4. Substitute the formula by the given data and perform the necessary
operation.

Percent by volume = (7.5 mL of hydrochloric acid)/(100 mL of water) X 100 = 7.5%

Note: The teacher can provide more sample problem if needed.

3. Lesson Activity
The learners will solve the problem on their own using the steps learned from the
discussion.

Problem Solving
Read each problem below and solve for what is being asked in each number.
ANSWER KEY:
Problem No. 1 1. The percent volume of ethyl
What is the percent volume of ethyl alcohol in a 100 mL of rubbing alcohol which alcohol in the rubbing alcohol
contains 30 mL of ethyl alcohol? is 30%.

20
 Problem No. 2 2. The percent volume of
Calculate the percent volume of benzene in a solution made by dissolving 15 mL of benzene in the solution is
benzene to 70 mL of toluene. approximately 17.65%.

Problem No. 3 3. The percent volume of

What is the percent volume of acetone in a solution made from adding 10 liters of acetone in the solution is
acetone to 25 liters of water? 28.57%.

Note: The teacher can provide more sample problems if needed.

D. Making Learners’ Takeaways

Generalizations The learners will answer the Question:
Has this lesson helped you to calculate the amount of solute in each volume of
solution (percent by volume)? /If yes, how?
________________________________________________________________________________

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS

A. Evaluating Learning 1. Formative Assessment

Written Work.
The learners will be given a set of questions which will serve as an assessment to
evaluate their learning outcomes for the day’s lesson objectives and competencies.

Directions: Read the questions carefully and choose the letter of the correct answer
from the given choices. Write your answer in a separate sheet of paper.
ANSWER KEY:
1. Which of the following best describes percent by volume?
1. C
A. The amount of space occupied by matter.
2. A
B. The amount of matter in an object
C. It is the volume of solute in a given volume of solution expressed in milliliters
solute per 100 milliliters of solution
D. It is the amount of solute in each mass of solution expressed in grams solute
per 100 grams solution

21
2. Which of the following refers to the amount of space occupied by matter?
A. Volume
B. Mass
C. Percent by mass
D. Percent by volume 3-6. Problem 1:

3-6 Problem solving. (1 pt each step). Formula:

Problem1: Given:
Mass of Solute (Salt) = 30 grams
What is the percent composition by mass of 70 grams of salt solution that contains Total Mass of Solution = 70 grams
30 grams of salt?
Solution:
Problem solving
Step 1. Identify the given.
Step 2. What is asked?
Step 3. Write the formula to be used.
Step 4. Substitute the formula by the given data and perform the necessary
operation.
Answer: the percent composition by
mass of the salt in the salt solution is
7-10 Problem solving. (1 pt each step). 42.86%.

Problem 2:
A gold medal was a solid solution made from dissolving 9.0 g of gold in 250.0 g of
silver. What is the percent mass of gold in a gold medal of the student? 7-10. Problem 2:
Formula:
Problem solving
Step 1. Identify the given.
Step 2. What is asked? Given:
Step 3. Write the formula to be used. Mass of Gold (Solute) = 9.0 grams
Mass of Silver (Solvent) = 250.0 grams
Step 4. Substitute the formula by the given data and perform the necessary
operation. Solution:

2. Homework
Practice solving problems by calculating percent by volume of a substance in
a solution.

22
 Answer: the percent mass of gold in
the gold medal is approximately 3.47%

B. Teacher’s Remarks Note observations on

any of the following Effective Practices Problems Encountered
areas:

strategies explored

materials used

learner engagement/
interaction

Others

C. Teacher’s Reflection guide or prompt can be on:

Reflection ▪ principles behind the teaching
What principles and beliefs informed my lesson?
Why did I teach the lesson the way I did?

▪ students
What roles did my students play in my lesson?
What did my students learn? How did they learn?

▪ ways forward
What could I have done differently?
What can I explore in the next lesson?

23