Chemistry · 9th Grade

Active learning ideas

Nomenclature of Covalent Compounds and Acids

Active learning works for covalent nomenclature because students must repeatedly apply prefixes and exceptions in real time, which builds automaticity. The hands-on activities replace passive memorization with deliberate practice, making the logic of prefixes and vowel-dropping memorable.

• Common Core State Standards
• HS-PS1-2
• STD.CCSS.ELA-LITERACY.L.9-10.6

• 15–30 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Trading Cards
• 25 min · Pairs

Flowchart Practice: Naming Decision Tree

Students receive a blank flowchart template with key decision points (covalent compound or acid? contains oxygen?) and fill in the appropriate naming rule at each branch. They apply the completed flowchart to ten compounds, then compare flowcharts with a partner to identify any discrepancies.

Construct the chemical formula for a covalent compound given its name.

Facilitation Tip

During Flowchart Practice, have students verbalize each decision point out loud as they move through the tree to reinforce the step-by-step thinking.

What to look for

Provide students with a list of 5-7 chemical formulas. Ask them to write the correct IUPAC name for each, identifying whether each is a binary covalent compound, binary acid, or oxyacid. For example: CO₂, H₂S, HNO₃.

• Remember
• Understand
• Apply
• Create
• Self-Management
• Relationship Skills

Activity 02

• Trading Cards
• 30 min · Pairs

Card Sort: Acids vs. Binary Covalent

Students receive sixteen formula cards and sort them into binary covalent compounds, binary acids, and oxyacids. After sorting, pairs name all sixteen compounds, check against an answer key, and note which rule each name follows , building category fluency alongside naming practice.

Differentiate between the naming conventions for binary covalent compounds and binary acids.

Facilitation Tip

For Card Sort, provide a small set of formulas first so students focus on the structural differences between acids and covalent compounds before sorting larger batches.

What to look for

On one side of an index card, write the name 'dinitrogen pentoxide'. On the other side, write the name 'hydrochloric acid'. Ask students to write the corresponding chemical formula for each and briefly explain one rule they used for each naming convention.

• Remember
• Understand
• Apply
• Create
• Self-Management
• Relationship Skills

Activity 03

• Trading Cards
• 20 min · Individual

Error Analysis: Name That Mistake

Students receive ten compound names with deliberate errors , wrong prefix, wrong acid naming pattern, or wrong suffix. They identify and correct each error, writing which specific rule was violated before comparing corrections with a partner.

Explain the importance of prefixes in naming covalent compounds.

Facilitation Tip

In Error Analysis, ask students to not only correct the name but also trace the misstep back to a specific rule they misapplied.

What to look for

Students work in pairs. One student writes 3-4 chemical names (mix of covalent and acids) and gives them to their partner. The partner writes the formulas. They then swap papers and check each other's work, identifying any errors and explaining the correct naming rule.

• Remember
• Understand
• Apply
• Create
• Self-Management
• Relationship Skills

Activity 04

• Trading Cards
• 15 min · Small Groups

Relay Race: Formula-to-Name Relay

In groups of four, each student names one compound and writes it on the board before passing the marker. The first group to correctly name all four compounds wins. A class-wide discussion follows on any contested names to clarify the rule at stake.

Construct the chemical formula for a covalent compound given its name.

Facilitation Tip

During Relay Race, set a timer for 90 seconds per station so students practice speed alongside accuracy.

What to look for

Provide students with a list of 5-7 chemical formulas. Ask them to write the correct IUPAC name for each, identifying whether each is a binary covalent compound, binary acid, or oxyacid. For example: CO₂, H₂S, HNO₃.

• Remember
• Understand
• Apply
• Create
• Self-Management
• Relationship Skills

A few notes on teaching this unit

Start with binary covalent compounds before introducing acids, as acids add extra layers of rules (hydro-, -ic, -ous) that can overwhelm students. Use whiteboards for quick sketches of formulas to reinforce the connection between name and structure. Avoid teaching prefixes as isolated facts—always tie them to the idea that two nonmetals can form multiple compounds with different ratios.

Successful learning looks like students consistently applying prefixes and vowel rules without hesitation during naming tasks. They should quickly distinguish covalent compounds from acids and justify their choices using the naming conventions.

---

Watch Out for These Misconceptions

• During Flowchart Practice, watch for students who default to ionic naming rules for covalent compounds, such as writing 'sodium chloride' for NCl₃.

  Pause the activity and have students compare the flowchart steps for NaCl and NCl₃ side by side, highlighting where the rules diverge. Ask them to explain why ionic compounds don’t use prefixes.

• During Card Sort, watch for students who group HCl and H₂O together because both contain hydrogen.

  Ask students to read the acid naming rules aloud and then re-sort the cards. Have them justify why H₂O is not an acid while HCl is.

• During Error Analysis, watch for students who add 'mono' to the first element in a covalent name, such as writing 'monocarbon monoxide' for CO.

  Provide a mini-lesson on the exception to the 'mono' rule and have students create a flashcard with the rule and an example to practice with a partner.

---

Methods used in this brief

• Trading Cards