ESSENTIAL QUESTION: How do we name compounds?
RELEVANCE: What’s in a name?
NGSSS: SC.912.P.8.7; MAFS.912.N-Q.1.1; LAFS.910.WHST.1
LEARNING OBJECTIVES: Students will be able to:
-explain the significance of a chemical formula and the meaning of symbols and subscripts.
determine the formula and the name of an ionic compound formed between ions including binary, transition metals and polyatomic ions.
-write and name molecular compounds using prefixes.
-continue quarterly project how does pH affect plant growth.
BELL RINGER: Finding the least common multiple
VOCABULARY: molecule, monatomic ion, polyatomic ion, subscripts, prefix, diatomic molecules, oxidation numbers, anion, binary, cation, formula unit
HOME LEARNING: work on report
RESOURCES: Pearson, TES, BrainPop
AGENDA
WHOLE GROUP
We reviewed the standard from the focus calendar.
The bell ringer was read the handout on least common multiples.
Students then watched a BrainPop on chemical equations. You can watch the video by clicking the link Chemical Equations.
We then reviewed least common multiples, using the gradual release model. Students came to the white board to work out problems. You can find the handouts for this topic below.
These are the handouts to help you learn how to name chemical compounds.
Questions about the chemistry report due Friday were entertained.
SMALL GROUP/INDEPENDENT PRACTICE/DI
Students who compete work early should go to
70% or higher on pre-test Khan’s academy chemical reactions
less than 70% on pre-test- teacher intervention
HOTS:
-Explain how the Law of Conservation of Mass relates to a balanced equation.
-If matter is not created or destroyed, why can’t I get 100% of the energy from food when I eat?
