Stoichiometry Lesson Plan
Core Standard:
By the end of
class students
will be able to:
Literacy Focus:
21st Century
Level of
EQ Remember:
Level 1
Recall and
EQ Understand:
Level 2
Skills and
EQ Apply:
Level 2
Skills and
EQ Analyze:
Level 3
Subject: Chemistry-Stoichiometry Unit
Date/ Lesson #:
NC Essential Standard (ES):
Chm.2.2 Analyze chemical reactions in terms of quantities, product formation, and
NC Clarifying Objecties (CO):
Chm.2.2.4 Analyze the stoichiometric relationships inherent in a chemical reaction.
Vertical Alignment (VA):
Chem 2.2.3 Analyze the Law of Conservation of Matter and how it applies to various
types of chemical equations (synthesis, decomposition, single replacement, double
replacement, and combustion).
Knowledge Skills (KS):
 Interpret coefficients of a balanced equation as mole ratios.
 Use mole ratios from the balanced equation to calculate the quantity of one
substance in a reaction given the quantity of another substance in the reaction.
(given moles, particles, mass, or volume and ending with moles, particles, mass,
or volume of the desired substance)
1. Identify the given and unknown in a stoichiometry word problem.
2. Correctly label a balanced chemical equation with the given and unknown
3. Solve a variety of stoichiometry problems (ex. mass-mass, mol-mol, mass-mol, etc.)
Reading ACT questions-Conflicting Scientists Questions
Stoichiometry Lab: Synthesis of Magnesium Oxide
CCSS.ELA-Literacy.RST.11-12.3 Follow precisely a complex multistep procedure when
carrying out experiments, taking measurements, or performing technical tasks; analyze
the specific results based on explanations in the text.
Key Vocabulary: actual yield, excess reagent, limiting reagent, mole ratio, percent
yield, stoichiometry, theoretical yield, given, unknown, unit, quantity
Critical Thinking and Problem Solving
Effectively analyze and evaluate evidence, arguments, claims and beliefs
Analyze and evaluate major alternative points of view
Synthesize and make connections between information and arguments
Interpret information and draw conclusions based on the best analysis
Reflect critically on learning experiences and processes
Level 1 (Recall): Define, list
Level 2(Skill/Concept): Categorize, graph, distinguish, make observations
Level 3 (Strategic Thinking): Develop a logical argument, Draw conclusion,
Level4 (Extended Thinking): Apply Concepts, Analyze
Define: What does stoichiometry mean?
List: What are the steps to follow when solving a stoichiometry problem?
Distinguish: Into which category can each stoichiometry problem you solve be
Draw conclusion: Why is the mol-mol ratio the only step that is in common to every
stoichiometry problem?
Stoichiometry Lesson Plan
EQ Evaluate:
Level 4
EQ Create
Level 4
Analyze: Given a solved stoichiometry problem, locate and explain the error made in the
solving process and correct.
Use a few examples from the list below to review mole concept conversions and
appropriate conversion factors to use (molar mass, molar volume, Avogadro’s
1) How many moles are in 25.0 grams of water (H2O)?
2) How many grams are in 4.50 moles of lithium oxide (Li2O)?
3) How many molecules are in 23.0 moles of oxygen (O2)?
4) How many moles are in 3.4 x 1023 molecules of sulfuric acid (H2SO4)?
5) How many formula units are in 35.0 grams of nickel (IV) hydride (NiH4)?
6) How much mass is in 8.2 x 1022 molecules of N2I6?
7) How much mass is in 455L of sulfur trioxide gas (SO3)?
8) How much volume will 4.87x1020molecules of ammonia (NH3) occupy?
9) What is the mass of 88.3L of carbon dioxide (CO2)?
10) How many gallium (III) ions (Ga3+) will be found in 3.55g?
1. Direct
Demo: Making Smores (Discuss standard recipe and what controls the number of
Smores you can make)
2. Guided
First explain the solving process using Stoichiometry PowerPoint examples alone, then
use Alice to help guide students through the “Now You Try” problems.
Co o p era tiv e
Lea rn ing
La rg e Gro u p
Sha ri ng
Stoichiometry Worksheet 1 (Use Alice if assistance is needed)
Table Partners 3-2-1 Huddle
3 Things you understand about the process (crystal)
2 Things you found most beneficial from the lesson (Oh Yeah, I’m glad we did that!)
1 Thing that you still don’t understand (mud)
Parking Lot-Post one crystal from the group, one oh yeah! from the group, and all the
muds from the group.
Alice will provide structured guidance to help students learn the solving process at their
own pace along with having a copy of teacher notes provided.
Complete worksheet 1
Formative: 3-2-1 Huddle, Parking Lot, Cold Calling, whiteboarding
Summative: Unit Quizzes, Unit Test, Lab
Stoichiometry Lesson Plan
Stoichiometry Worksheet 1
Web Resources
Edmodo, Khan Academy, Science Geek, Taters, Chem Team
Khan Academy
Science Geek Unit 4 Stoichiometry
Chem Team