45- Minute Instruction Lesson Plan
Name: Kristina Mattson
Lesson Title: Stoichiometry
State Standards
Materials and Resources
Anticipatory Set
Objectives
Input and Modeling
Guided Practice
C4.6a Calculate the number of moles of any compound or element given the mass of the
substance.
C4.6b Calculate the number of particles of any compound or element given the mass of the
substance.
C5.2d Calculate the mass of a particular compound formed from the masses of starting materials.
Projector, PowerPoint, White/Chalk Board, Conversion Cards, Calculators, Paper and Pencil.
The students will recall how to balance chemical equations, calculate the molecular mass of a
given compound, and perform a well-known mathematical conversion (mi/hr to in/sec).
The students will calculate the number of moles in a compound given the compound’s mass in
grams.
The students will calculate the amount of grams in a compound given the moles of the compound.
The students will calculate the amount of grams required of one reactant in a chemical equation
given the amount of grams of a second reactant.
The students will calculate the amount of product yielded a given amount of reactant in grams.
The students will practice balancing chemical reactions, calculating molecular mass, and setting
up a conversion chart. Students will then use Conversion Cards to design the general form taken
to convert grams to moles or moles to grams. Teacher will observe the students in small groups
as they set up their conversion charts offering help where needed.
Students will then practice calculating the number of moles from a given amount of grams and
vice versa. Teacher will observe students working through the calculation and offer assistance
when necessary. Individual students will be asked to show their work on the board for the rest of
the class. Once it is clear that students are understanding, move on to converting grams of one
compound to the amount of grams required of another compound.
Check for Understanding
Independent Practice
Closure
Questions will be directed to the class as a whole to answer. Quick checks of understanding will
be used by the teacher to decide if a topic should be revisited or if it is safe to move forward with
the lesson. The teacher will also be able to gauge understanding when they are observing the
groups as they work together.
Students will work through multiple stoichiometry problems in class. Students will be asked to
finish a problem for homework and come back to class with an idea of what a limiting reactant
does.
The teacher will reinforce why stoichiometry is important especially in a lab setting. The students
should understand why they are learning stoichiometry and its value as they progress through
chemistry classes.