Concept: Balancing Equations

Objectives: To introduce balancing equations and diatomic elements to students.

Ohio Standards: To elaborate on the interactions of matter through chemical reactions. To
demonstrate the conservation of mass in chemical reactions.
Indiana Standards: Explain and apply the law of conservation of mass as it applies to chemical
processes. Balance chemical equations using the law of conservation of mass and use them to
describe chemical reactions.
NGSS Science and Engineering Practices: asking questions and defining problems, analyzing
and interpreting data, using mathematics and computational thinking, obtaining, evaluating, and
communicating information.
NGSS Crosscutting Concepts: patterns (coefficients, number of atoms, diatomic elements) and
cause and effect (law of conservation of mass, relationship between reactants and products of a
reaction).
Engage (15 minutes): Teacher will facilitate a classroom discussion by reiterating the law of
conservation of mass. Start with the compound water, H2O. Ask the students which elements
make up water (hydrogen and oxygen). Then write on the board the unbalanced equation of
water: __H2 + __O2 __H2O. Then ask the students to balance this equation. How many
hydrogens and oxygens are on each side? What can we do to make each side have the same
number of elements (change the coefficients)? Be sure to clarify between coefficients and
subscripts. Subscripts are used when dealing with charges and were used in naming compounds.
Coefficients are used to balance reactions.
The teacher will then connect the idea of balancing equations to the law of conservation of mass.
Ask the students, why do we need to balance reactions? Why do we need the same number of
atoms on each side? The students should then be able to define the law of conservation of mass.
The teacher will then ask the students if they see anything funny with this equation. Do they
notice how the hydrogen and oxygen atoms are written with subscripts of 2? Do they see H2 or
O2 on the periodic table (no)? This is because they are special elements: diatomic elements. The
teacher will then introduce diatomic elements as HONClBrIF. There are 7 diatomic elements and
its easier to remember them as HONClBrIF. Have the students say HONClBrIF a few times so
that they are comfortable with it.
Before starting the activity, do a few more balancing equation examples as a class. Be sure to
remind the students of diatomic elements. Easy examples:

1 Na + 1 Cl 1 NaCl
4 Al + 3 O2 2 Al2O3
1 C + 1 O2 1 CO2

Materials:

Each pair of students will have one baggie of 24 pieces.

One teacher set of larger pieces, with magnets attached to the back.
Overall, 16 sets = 384 pieces

Explore (40 minutes): The teacher may ask if the students think they are able to balance
equations by themselves (majority will say no). Then tell them thats okay because they can do it
with another classmate! This preface usually gets the students excited for the activity. Have the
students clear their desks and then break up into pairs. If there is an odd number of students, have
one group of three.
Pass out a baggie to each pair while giving instruction. The teacher will give the class an
unbalanced equation, out loud. The teachers will use the compounds names and the students will
need to find the formula of the compounds. Then, the students will have to balance the equations.
The teacher should give out the following equations in this specific order (easiest to hardest):
1.
2.
3.
4.

1 Al2O3 + 6 HCl 2 AlCl3 + 3 H2O

3 HNO3 + Al(OH)3 1 Al(NO3)3 + 3 H2O
1 C3H8 + 5 O2 3 CO2 + 4 H2O
1 C2H5OH + 3 O2 2 CO2 + 3 H2O

An example of instruction: Propane reacts with oxygen to yield carbon dioxide and water. The
teacher may need to repeat the reaction a few times. After a couple minutes, put the unbalanced
reaction on the board so that students can check that they are on the right track. Then have the
students tell you the coefficients once majority of them have reached the answer.
The class may not get through all equations. If not, have them continue this practice the next day.
Accommodations: For students with IEPs, make sure that they are participating in the activity.
While the students are working and balancing equations, walk around to make sure the students
are on the right track. If some students are struggling, it may help to have them take out a sheet
of paper and write down the equation first.
Reflection: I think this lesson went well for me and the students. The first time I taught it, I had
a hard time introducing the topic to the class. I started with the unbalanced equation of water,
rather than just a water molecule. Starting with an equation was too much for the students. I also
had trouble finding the right language to communicate the topic to the students. For example,
molecule and reactants and too big of words for the students. They would get confused and I
would have to backtrack to re-explain the concept. So the first time I went through the lesson, a
lot more time was spent on the instruction and the class only completed balancing two equations
for the explore activity. The second time I taught the lesson, I started with a water molecule and
the class was less confused than the first class. Therefore, there was less time spent instructing
and the class got through three equations for the explore activity.
I also think the activity was engaging. I saw the students actually trying to balance the equations.
Usually the students are given worksheets and I often see them texting or talking and not doing
their work. The trouble students/unengaged students were the ones where I saw the most
improvement, which I was very surprised by. They were the ones who tried to balance the
equations the fastest and wanted to share their achievements with the rest of the class. This made

me happy, that I could engage the entire class. There were some students that would just look at
their pieces and become overwhelmed. For these students, I had to help them get things going. I
had to talk through the equation with them and this usually got them on the same page as the rest
of the class.
Rationale: I chose to introduce balancing equations with this activity because its engaging and
its quick and easy. I also think this activity works well for balancing equations because the
students can easily switch out coefficients to see if the numbers balance, rather than waste paper.
This activity reinforces the students last topic of naming compounds. Students have to listen to
the name of the compound and find the formula of it in their baggie.
This activity introduces balancing equations and diatomic elements, which are important to
understand chemical reactions and stoichiometry (the students next two topics). Students will
apply their knowledge of the law of conversation of mass and how this law is applied in
balancing equations. In the previous topic, the students learn how to name compounds and write
the corresponding formulas. This involves having knowledge of charges and how that affects the
composition of compounds. In this new unit of balancing equations, the students are introduced
to the use of coefficients. Its important for the students to be able to distinguish between the use
of charges and coefficients.
It is also important for students to understand the importance of having balanced equations.
Scientists need to know and have these balanced equations at hand; that way they can quickly do
reactions. For example, making drugs is a long and complicated process and having the balanced
equations ready is useful. Its also crucial for students to understand the cause and effect
relationship that occurs in balanced equations. Students will later do labs dealing with balanced
equations.

A picture of the student pieces: