HEADING

Helen Huang-Hobbs
Chemistry 10th grade
Naming Ionic Compounds: Finding Patterns in Chemistry

51 minutes

OVERVIEW/ RATIONALE
Students have previously been introduced to monatomic and polyatomic ions, they have had
some experience in classifying ionic compounds versus covalent compounds. Today in class they
will learn how to name binary ionic compounds from a chemical formula, be introduced to the
Stock system of naming cations with variable charge, and learn how to name ternary compounds.
Students will take notes and engage in whole class conversation about the topics. Students will
practice this new knowledge in small groups, and submit an exit ticket as a form a formative
assessment. If there is time remaining and they have mastered naming compounds from their
chemical formulas, students will practice taking a name and determining the chemical formula
from the name of the compound. This will provide a rich and robust way of building a base
understanding of naming that students will further in the following days with naming covalent
compounds.
ENDURING UNDERSTANDINGS
Chemical compounds appear in our lives every day.
Understanding patterns in naming chemical compounds reveals information about the nature of
the chemical bonds between the elements involved.
Chemical formulas tell us the ratio in which elements combine to form compounds.
GOALS/OBJECTIVES
Students will be able to:
Name binary ionic compounds using the Stock System when necessary
Name ternary ionic compounds using a polyatomic ion reference sheet
Determine the chemical formula for an ionic compound based on its name
Students will understand:
The written name for a chemical formula reveals whether or not the compound is
ionic or covalent
The name of an ionic compound can be determined from its chemical formula
and vice versa
Students will know:
Vocab: cation, anion, ionic compound, binary ionic compound, ternary ionic
compound, transition metal, variable charge, polyatomic ion, Stock System,
The Stock system of naming cations with variable charges
STANDARDS
Next Generation Science Standards:
Crosscutting concept: Different patterns may be observed at each of the scales at which a system
is studied and can provide evidence for causality in explanations of phenomena. (HS-PS1-1)
Disciplinary Core Idea: PS1.A: Structure and Properties of Matter
Each atom has a charged substructure consisting of a nucleus, which is made of protons and
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neutrons, surrounded by electrons. (HS-PS1-1)

PA Chemistry Standards
CHEM.A.1.1 Identify and describe how observable and measurable properties can be used to
classify and describe matter and energy.
CHEM.A.1.1.5 Apply a systematic set of rules (IUPAC) for naming compounds and writing
chemical formulas (e.g., binary covalent, binary ionic, ionic compounds containing polyatomic
ions).
MATERIALS
Powerpoint presentation on Naming Ionic Compounds
Sets of ion cards
Printed version of slides (if required)
Smartboard or projector
PROCEDURES
OPENER (3 minutes independent + 2 minutes group discussion)
As a class opener, students will be asked to think of the important information given in a
chemical formula. We will discuss their thoughts together (main understanding being that
chemical formulas tell us the relative number of atoms of each kind in a chemical compound). I
will ask students to recall vocabulary, ionic compound, cation, anion, and the difference between
monatomic and polyatomic ions, I will give a definition and ask student to hold up the number for
the corresponding vocabulary term *formative assessment.
BODY OF THE LESSON (15 minutes discussion/demonstration - 5 min individual
practice)
I will go through the slides on naming ionic compounds, first introducing students to the naming
of binary compounds and the Stock System of naming. Then we will translate their skills in
naming binary compounds into naming ternary compounds. Students will take notes on how to
distinguish between the two different types of metal cations, and the difference in naming
between monatomic anions and polyatomic anions. In groups of 4, students will each be given an
index card with either a monatomic cation, a monatomic anion, or a polyatomic ion on it (two
cations, two anions per group). Using these cards they will have to determine the 4 possible
compounds that can be made from each of their ions. (as an extension if students are grabbing
onto the naming, we could discuss how they would criss-cross and balance out the charges to
go from a name to a chemical formula). *if time cuts lecture portion short, we will skip the
polyatomics and use only the different types of cations (either variable charge metals or fixed
charge metals, and the anions).
Students will share out the four compounds that they could make in their group,
Extension/with extra time: Given the names of compounds, students will be asked to write the
chemical formulas, they will employ the criss-cross method of balancing ionic formulas, using
the known charges and then crossing over to give the subscripts, checking for most reduced
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form of the subscripts and net neutral charge

CLOSER (5 minutes)
Individually, and anonymously on the back of their ion-cards, students will name three
compounds, testing their ability to name simple binary ionic compounds, use the Stock system,
and name an ionic compound with a polyatomic ion. They will also be asked if they have any
remaining questions about naming ionic compounds. This formative assessment will help guide
any review or reinforcement that may need to occur tomorrow. It is anonymous in order to have
students openly share what issues they have. If students want me to follow-up with an answer for
their questions I will ask them to write their names on the cards. Based off of their answers and
their questions, I would either allow students more time to individually practice their skills
tomorrow and I would provide individual or small group support, or I would move forward in
going from an ionic compound name to a chemical formula, and introducing naming covalent
compounds.
ACCOMMODATIONS
Content will be delivered visually via powerpoint slides, and verbally via lecture. Objectives for
the lesson, and an outline of the timing are stated at the beginning, of the class to help those who
specifically need scheduling and structure (ADHD, anxiety). Cards are used for students who
need visuals/ concrete objects in order to connect to content. Printed versions of the notes are
available for students with visual processing, or literacy issues. Students will work in groups on
the final naming task, and during this time I will move throughout the room offering assistance
and reinforcement as needed.
ASSESSMENT/EVALUATION
Individual practice will be monitored throughout the lesson and will guide instruction. Group
activity will allow for students to assist one another in mastering the naming of ionic compounds.
The exit slip will serve as a formative assessment and allow me to see which parts of naming
ionic compound students will need practice with.
Tomorrow students will be asked to complete the following warm-up:
1. If the charge of your cation is variable, how do you indicate the charge in the
name of the ionic compound?
2. Name the following compounds:
a. BaBr2
b. NaNO3
c. FeCl3

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