Balancing Chemical Equations

Lesson Created by: Lauryn Atwood

Length of lesson: 1 week
Description of the class: Heterogeneous
Name of course: Chemistry
Grade level: 10-12
Honors or regular: Regular

Source of the lesson:

http://funbasedlearning.com/chemistry/chemBalancer2/worksheet.htm
http://www.cartage.org.lb/en/themes/Sciences/Chemistry/Inorganicchemistry/chemicslformula/Equation/Balanci
ngWorksheet/BalancingWorksheet.htm
http://misterguch.brinkster.net/6typesofchemicalrxn.html
http://www.chemtutor.com/react.htm

TEKS addressed:
3.2 (H) The student uses scientific methods to solve investigative questions. The student is expected to organize,
analyze, evaluate, make inferences, and predict trends from data.
3.2 (I) The student uses scientific methods to solve investigative questions. The student is expected to communicate
valid conclusions supported by the data through methods such as lab reports, labeled drawings, graphs, journals,
summaries, oral reports, and technology-based reports.
3.8 (D) The student can quantify the changes that occur during chemical reactions. The student is expected to use the
law of conservation of mass to write and balance chemical equations.

I. Overview
In this lesson, students will balance equations dealing with money in order to become familiar with the logic of
balancing. They will then practice balancing chemical equations, using similar techniques. Students will receive
a set of balanced equations and create their own categories to classify them in. From this, they will explore the
different types of balanced equations, using a jigsaw activity, where they will combine in new groups and have
the opportunity to teach explored information to their group members. Groups will then study a new type of
chemical reaction and discover its real-life applications. The lesson will end with presentations to the class of
the real-life applications.

II. Performance or learner outcomes

Students will be able to:
 Identify balanced equations.
 Classify balanced equations into categories.
 Demonstrate how to balance equations.
 Identify types of chemical reactions.
 Understand the time to use each of the types of chemical reactions.

III. Resources, materials and supplies needed

 20 balanced chemical equations cut up and in envelopes per group
 Access to a computer with internet per group

IV. Supplementary materials, handouts. (Also address any safety issues

Concerning equipment used)
Warm-ups and exit slips, Chemical equation booklets,Presentation rubric

V. Safety Issues
None

VI. Accommodations for learners with special needs (ELLs, Special Ed, 504, G&T)
ELLs, Special Ed, 504: Fill in the blank notes.
G&T: Lesson Extensions
 Five-E Organization
Teacher Does Probing Questions Student Does
Engage: Critical questions that will Expected Student
Learning Experience(s) establish prior knowledge and Responses/Misconceptions
create a need to know
[Balancing Money]
If I went to a bank and handed Five $20 bills.
the teller a $100 bill and asked
for change in $20 bills, what
can I expect to receive?

In what other ways can I Two $50 bills; ten $10 bills;
receive change for a $100 bill? five $10 bills and one $50 bill;
etc.
Everyone take out a sheet of
paper and write down any
amount of money between
$10 and $100.

Next, write down how many

dollar bills and/or coins you
could have to make up this
total. For example, $100 =
five $5 bills, three $10 bills,
two $20 bills, and twenty
quarters. Call on a few
students to share responses.

Now pass your paper to

another person at your table.
When you receive this
person’s paper, check their
answer, then write down
another possibility for their
total. Call on a few students to
share responses.

Similar to money, chemical

equations can be balanced.
We will be exploring how
different substances react
physically and chemically.

Approx. Time 20 mins

Evaluation(Decision Point
Assessment):
The assessment you will use to
determine what to do next.
What student outcome will
indicate that you should move
on to the exploration? What
will you do if the outcome is
something else?

Explore: Critical questions that will Expected Student

Learning Experience(s) allow you to decide whether Responses/Misconceptions
students understand or are
[Balancing Chemical able to carry out the assigned
Equations] task (formative)
Now, let’s balance a couple of
equations.
With money, what did we have The dollar amount.
to keep equal?
With the money, we had to
figure out how to make
different amounts with
different types of bills. With
chemical equations, we try to
make the numbers of atoms
on the left equal the numbers
on the right. Write “HCl +
NaOH  H2O + NaCl” on
the board.
In chemical equations, what A reaction happens.
does the arrow mean?
Keep in mind that on the left
of the arrow, you have the
reactants, which are
substances that react to create
the products, on the right hand
side of the arrow, or what is
created.

Create a t-chart under the

equation for left and right
sides of the arrow. Write “H
____” on the board in each
column, and fill in the blanks
with “2” after students answer
the questions.
In this equation, how many 2
hydrogen atoms are on the left
side?

How many hydrogen atoms 2

are on the right side?

How do you know that this All of the atoms on the left
equation is already balanced? equal the number of atoms on
the right.
Fill in the rest of the chart
doing the same for Na, Cl, and
O.

[Classifying Balanced
Equations]
Next, let’s balance some
equations.
If 20 students took off one Size, color, shape, type, etc.
shoe and put it in a pile, what
is one way we could organize
them?
Similarly, substances can
react in a number of ways,
which we can categorize.
Your group will receive a set
of reactions and you will
create categories and classify
the equations. For each
category, you must include a
reasonable title and
explanation.
Pass out a set of 20 balanced
chemical equations to each
group of 3-4 students.
Approx. Time 25 mins
Evaluation(Decision Point
Assessment):
Balancing Equations Exit Slip
Explain:
Learning Experience(s)
While students are working:
Why did you organize them
like this?
What do the numbers in front
of the compounds mean?
Do you notice any patterns?
What do you notice about the
numbers of atoms on the left
and the numbers of atoms on
the right of the arrow?
The assessment you will use to
determine what to do next.
Critical questions that will
allow you to help students
There are two compounds
combining to make one; one
compound makes two; etc.
Misconception: How many
there are [be sure that students
understand that the
coefficients represent the
ratios of compounds in the
reaction]
In this [double displacement]
reaction, the atoms are
switched around and partner
with the other
They are equal
What student outcome will
indicate that you should move
on to the explanation? What
will you do if the outcome is
something else?
Correctly balanced equations
and a good explanation of how
the equations were balanced
would indicate that the class
can move forward to the
explanation. If not, then the
next class day’s warm up will
be more intensive than a
review, until students feel
comfortable with balancing
the equations.
Expected Student
Responses/Misconceptions

[Investigation: Balanced
Equations]
clarify their understanding
and introduce information
related to concepts to be
learned

Write “Al + O2  Al2O3” on

the board. [Aluminum oxide
is used to produce aluminum
metal]
Various responses. Students
Based on your categories of will most likely respond along
chemical equations, how is the lines of this being a
this equation classified? Why? combination reaction, where
two substances combine to
make another.
This type of reaction is called
a synthesis reaction.
A reaction where something is
What do you think a synthesis synthesized/created.
In a synthesis reaction, two or reaction is?
more substances combine to
make a new compound, which
contains the original atoms
from the combined
substances.
4 aluminum atoms, 3 O2
How is this equation compounds, 2 Al2O3
balanced? compounds
In this equation, let’s make a
general equation.
A + B  AB
If carbon is now the variable A
and sulfur is now the variable
B, how is a synthesis reaction
There are six main types of generalized?
chemical equations that we
are going to be talking about
today.

These include synthesis,

decomposition, single
displacement, double
displacement, acid-base, and
combustion.

Split students into 5 groups,

one for each remaining
reaction.

In your groups, explore your

specific reaction and fill out
the page for your specific
reaction in your Chemical
Equations Booklet.
You will include a list of
compounds involved in your
reaction (ex. H and O, for H2
+ ½O2  H2O), the basic
format of the reaction (ex. A +
BX  AX + B), and the
conditions for which the
reaction works (ex the
attraction between A and X is
stronger than that of B and X).

After you and your group

learn this set of equations, you
will split up and become
experts in a larger group,
where you will share what
you have learned so that
everyone else can learn your
reaction type.

Have students get back into

the groups they were in when
they classified the balanced
equations. Re-classify these
equations into their correct
categories.

How do your categories

Approx. Time 45 mins
Evaluation(Decision Point
Assessment)
compare?
If you had a category that is
not similar to the ones we
studied, what is it, and how
can you justify it?
The assessment you will use to
determine what to do next.
Various responses. Have the
class discuss whether or not
these categories could be
valid.
What student outcome will
indicate that you should move
on to the extension? What will
you do if the outcome is
something else?

Quiz: Balancing Equations The quiz will help familiarize

Quiz students with balancing
equations even more from the
day before. This can also be
used as a warm up if students
didn’t do well the day before.

Question: How do your The question is useful for

classifications of balanced students to reflect on their
equations compare to the work. They have the chance to
actual categories of assess the categories they
equations? Explain/justify created and justify why the
why these categories are balanced equations are
sufficient for each reaction separated in the categories
type? that they are. If the outcome is
 not sufficient, the posters and
booklets will solidify the
content.

Extend / Elaborate: Critical questions that will Expected Student

Learning Experience(s) allow you to decide whether Responses/Misconceptions
students can extend conceptual
connections in new situations

Let’s talk about synthesis

reactions together.
What might be an example of a
synthesis reaction?
How might the formation of
water, H2O, be a synthesis
reaction?
Watch for the misconception
that adding any two
substances can create a new
one. This is characteristic of
chemical changes in general,
not necessarily of synthesis
reactions.
Two hydrogen atoms and one
oxygen atom could collide.

Hydrogen and oxygen do

form to make water. However,
oxygen is unstable as a single
atom, so an oxygen molecule
is necessary to create water.
Write “_____ H2 + _____
O2  _____ H2O” on the
board and have a student
balance the equation.

Each of the reactions we

discussed has a real-life
application. Today, we are
going to explore these to
become more familiar with
them and to see how abundant
they are in our everyday lives.

Split students into the same

groups they were in to explore
the specific reaction types.
Give each group a different
reaction type than they had
before.

In your groups, explore how

these reactions are found in
real life. Each person in your
group must have one reaction
from real life. Use this
website for your explorations:
http://www.chemtutor.com/re
act.htm
Create a PowerPoint slide
about this type of reaction.
Your group will then present
these findings to the class.
Everyone will be able to see
how your reactions are useful
and where/when they occur.

Approx. Time 45 mins

Evaluation(Decision Point
Assessment):
The assessment you will use to
determine what to do next.
What student outcome will
indicate that you should move
on to the final evaluation?
What will you do if the
outcome is something else?

Students will be evaluated The PowerPoints will include

during their presentations information from their
based on their group visuals. booklets, as well as real life
applications of the equation
types they have found. If the
PowerPoint slides are
insufficient, give students
feedback and the option for
revisions.

Evaluate: Critical questions that will Expected Student

Lesson Objective(s) allow you to decide whether Responses/Misconceptions
Learned (WRAP –UP at end) students understood main
-> Summarize lesson objectives

Go through the PowerPoint

submitted by students, having
each group present. Students
will be evaluated during their
presentations based on their
group visuals.

Students will turn in their

completed Chemical
Reactions Booklets.

The students will note the

types of reactions and list the
reactions that pertain to their
topic of interest. This will be
due one week after the
completion of the
Benchmark/Investigation.

Approx. Time 45 mins

Name: _____________________
Balancing Equations Exit Slip

Balance the following equation.

_____ CO2 + _____H2O  _____ C6H12O6 + _____ O2

In your own words, explain how you balanced the equation.

What chemical process does this equation represent?

Name: ______________________
Balancing Equations Quiz

Balance the following equations: Give each reaction type:

1. _____ Hg + _____ O2 --> _____ HgO ______________________

2. _____ Ag2O --> _____ Ag + _____ O2 ______________________

3. _____ Ba(OH)2 + _____ H3PO4 --> _____ BaHPO4 + _____ H2O ______________________

4. _____ C3H8 + _____ O2 --> _____ CO2 + _____ H2O ______________________

5. _____ Fe + _____ Cl2 --> _____ FeCl3 ______________________

Name: ______________________
Chemical Reaction Types Quiz/Warm Up

Provide 3 types of chemical reactions and an example of a balanced equation for each.

Types of Chemical Reactions Example of a balanced equation for each reaction

Chemical Equations Booklet – Page 1 Name: ____________________________________

Synthesis Reactions
List 2 examples of formulas for this reaction.

Using A, B, X, and Y for variables, what is the basic format of the reaction?

A + B  AB

When is this type of reaction likely to happen? (Think on a molecular level!)

Everyday Life Examples: Include at least 3 examples, giving both the chemical formula and an explanation of

what is happening.
Chemical Equations Booklet – Page 2

Decomposition Reactions
List 2 examples of formulas for this reaction.

Using A, B, X, and Y for variables, what is the basic format of the reaction? (For example, A + B  AB, for a

Synthesis Reaction)

When is this type of reaction likely to happen? (Think on a molecular level!)

Everyday Life Examples: Include at least 3 examples, giving both the chemical formula and an explanation of

what is happening.
Chemical Equations Booklet – Page 3

Single Displacement Reactions

List 2 examples of formulas for this reaction.

Using A, B, X, and Y for variables, what is the basic format of the reaction? (For example, A + B  AB, for a

Synthesis Reaction)

When is this type of reaction likely to happen? (Think on a molecular level!)

Everyday Life Examples: Include at least 3 examples, giving both the chemical formula and an explanation of

what is happening.
Chemical Equations Booklet – Page 4

Double Displacement Reactions

List 2 examples of formulas for this reaction.

Using A, B, X, and Y for variables, what is the basic format of the reaction? (For example, A + B  AB, for a

Synthesis Reaction)

When is this type of reaction likely to happen? (Think on a molecular level!)

Everyday Life Examples: Include at least 3 examples, giving both the chemical formula and an explanation of

what is happening.
Chemical Equations Booklet – Page 5

Acid-Base Reactions
List 2 examples of formulas for this reaction.

Using A, B, X, and Y for variables, what is the basic format of the reaction? (For example, A + B  AB, for a

Synthesis Reaction)

When is this type of reaction likely to happen? (Think on a molecular level!)

Everyday Life Examples: Include at least 3 examples, giving both the chemical formula and an explanation of

what is happening.
Chemical Equations Booklet – Page 6

Combustion Reactions
List 2 examples of formulas for this reaction.

Using A, B, X, and Y for variables, what is the basic format of the reaction? (For example, A + B  AB, for a

Synthesis Reaction)

When is this type of reaction likely to happen? (Think on a molecular level!)

Everyday Life Examples: Include at least 3 examples, giving both the chemical formula and an explanation of

what is happening.
 Oral Presentation Rubric : Balancing Equations

Teacher Name: Ms. Atwood

Student Name: ________________________________________

CATEGORY 4 3 2 1
Collaboration Almost always Usually listens to, Often listens to, Rarely listens to,
with Peers listens to, shares shares with, and shares with, and shares with, and
with, and supports supports the efforts of supports the efforts of supports the efforts
the efforts of others others in the group. others in the group of others in the
in the group. Tries Does not cause but sometimes is not group. Often is not a
to keep people "waves" in the group. a good team member. good team member.
working well
together.
Content Shows a full Shows a good Does not seem to Does not provide
understanding of the understanding of understand the any input in regards
assigned chemical parts of the assigned assigned chemical to the assigned
reaction. chemical reaction. reaction very well. chemical reaction.

Real-World Provides a thorough Provides a real-world Provides a real-world Does not provide a
Example understanding of a example for the example for the real-world example
real-world example assigned chemical assigned chemical for the assigned
for the assigned reaction and gives a reaction OR gives a chemical reaction,
chemical reaction balanced chemical chemical equation nor gives a balanced
and gives a balanced equation. Full that may not be chemical equation.
chemical equation. understanding may be balanced.
questionable.
Listens to Listens intently. Listens intently but Sometimes does not Sometimes does not
Other Does not make has one distracting appear to be listening appear to be
Presentations distracting noises or noise or movement. but is not distracting. listening and has
movements. distracting noises or
movements.