Lesson Plan

Subject: Chemistry
Topic: Formulae (Covalent and Ionic Compounds) and Equations
Class: Sec 3
Duration: 2 lessons (2 hours)
Date/ Time:
Venue: Classroom
Pre-requisites:
Lower Sec knowledge of atomic structure and of the Periodic Table
Specific Instructional Objectives:
State the symbols of the elements and formulae of the compounds mentioned
in the syllabus and of those found in the Periodic Table
Deduce the formulae of simple compounds from the relative numbers of
atoms present and vice versa
Deduce the formulae of ionic compounds from the charges on the ions
present and vice versa
Instructions:
Give the students a broad overview of the skills to be learnt in this lesson:
- Deducing Chemical Formulas (Ionic and Covalent compounds)
- Balancing Chemical Equations
- Writing a balanced equation
- Writing an ionic equation

Introduce to the students the concept of symbols:
- Each element in the periodic table has a unique symbol
- Symbols can act as the name tag of each element
- No 2 elements share the same symbol
- Students can refer to the periodic table for the symbol of the element
(Quiz them on the symbol of Chromium to test if they know how to use
Periodic Table for this purpose)
Recap on the concept of valency:
- Definition
- What is a stable octet electronic configuration
- Which elements are exceptions to the stable octet electronic configuration
rule
- How elements in the same group have the same valency
Once students understand this, they need not memorise the valency of every
element, but only one, for each group.
- Concept of polyatomic ions: definition and the ones that they are to
memorise and know

Deducing of Chemical Formulas:
General Overview:
- Inform the students of the 2 kinds of chemical formulas for the 2 kinds of
compounds: ionic and covalent compounds
- Purpose of Chemical Formulas: details it can provide

Naming Covalent Compounds:
- Non-metals only
- Naming of covalent compounds (deriving word formula from the name of the
elements in the compound)
- Naming of the covalent compounds (deriving chemical formula from the
word formula)
- Illustrate the naming rule with the Examples in slides
- Allow students to attempt naming covalent compounds (chemical formula)
from the word formula and vice versa (Learning Objective 2)
- Inform the students of the chemical formula/ word formula of the common
substances
- Draw the students attention to the covalent compounds that cannot be
named according to the rules taught earlier (i.e. Ammonia, Water, Ethene)
- Give the students a comprehensive list of common substances that cannot
be named according to the rules
- Encapsulate learning with worksheet 2: instruct the students to do
selected questions (1 4,5,6,7,9,12,13,14,15,16,19,1,22,23,24,25,26) and go
through with them
- Students are to do remaining questions as homework

Naming of Ionic Compounds
- Metals and Non-Metals
- Teach the students how to deduce the word formula of ionic compounds
when they are given the elements in the ionic compound
- Allow the students to try naming ionic compounds with the hands on
practice
- Inform the students that they have to be specific when naming elements with
varying valencies such as transition metals. They have to then use roman
numerals to indicate which element they are talking about (i.e. iron (II) vs iron
(III)
- Inform the students that when naming ionic compounds with polyatomic ions,
they are NOT to add ide suffix but to keep it as it is
- Allow the students to try the hands on practice to name ionic compounds
(word formula) when they are given what element/ion is present in the
compound (Learning Objective 3)

Deriving chemical formula of ionic compounds from charges of ions:
- Recap on the concept of valency and charge and draw the link between
these 2.
- Recap Sec 2 work: cation and anions
- Inform the students that in deducing the chemical formula of the ionic
compound from the ions, the charges have to be balanced out
- Explain what balanced means
- Explain that all ionic compounds are electrically neutral because the charges
are balanced out with the example of table salt (ionic compound)
- Introduce the criss cross method as a way to deduce the chemical formula
of the ionic compound from the charges of the ions present in the compound
- Allow the students to encapsulate learning from the hands on practice.
Guide the students using the first 3 examples
- Instruct the students on what is to be done when polyatomic ions or
transition metals are involved
- Allow students to try deriving chemical formula for when polyatomic ion/
transition metals are involved with the hands on practice questions.
- Encapsulate learning with worksheet 1, guide students using first 3
questions
- Instruct students on what to do when atoms of elements present is given
instead of the ions
- Hand out the extra practice worksheet to students and have them attempt it.
- Point out the charges of common ions/polyatomic ions that students need to
know (on page 5)

Equations
- Purpose of Equations
- Types of Equations
- How to balance an equation with step by step examples
- Short cut to balancing an equation with examples
- Writing a balanced equation with state symbols with step by step examples
- Writing an ionic equation with step by step examples
- Type of Reactions
Follow Up: Worksheet 1,2,3 and Hands On work in class