Unit 7: Ionic Bonding • Grade 9

Lesson 7.1
Formation of Ions
Table of Contents

Learning Competency 2
Learning Objectives 2
Suggested Time Frame 2
Essential Question 2
Prerequisite Topics 2
Lesson Proper 3
A. Introduction to the Lesson 3
B. Discussion 9
C. Practice & Feedback 19
Assess Performance 20
Synthesis 21
Bibliography 22
 Unit 7: Ionic Bonding • Grade 9

Unit 7 | Ionic Bonding

Lesson 7.1: Formation of Ions

Learning Competency
At the end of this lesson, the following DepEd learning competency should be met by the
students.
● explain how ions are formed (S9MT-IIe-f-16).

Learning Objectives
At the end of this lesson, students should be able to:
● discuss how ions are formed; and
● predict the charge of an atom when it is transformed into an ion.

Suggested Time Frame

1 session (or approximately 50 minutes)

Essential Question
At the end of this lesson, the student should be able to answer the following questions.
● How are ionic compounds formed?

Prerequisite Topics
The students should know the following prerequisite topics before proceeding with the
lesson.
● Classification of Matter (Science 6, Lesson 1.2: Classification of Matter);
● Pure Substances (Science 7, Lesson 2.1: Pure Substances);
● Differentiating Elements and Compounds (Science 7, Lesson 2.4: Differentiating
Elements and Compounds);
● Properties of Metals, Nonmetals, and Metalloids (Science 7, Lesson 5.1: Properties of
Metals, Nonmetals and Metalloids);
● The Bohr Model and the Quantum Mechanical Model of an Atom (Science 9, Lesson
5.1: The Bohr Model and the Quantum Mechanical Model of an Atom);
● Electron Configuration (Science 9, Lesson 5.3: Electron Configuration); and

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 Unit 7: Ionic Bonding • Grade 9

● Lewis Electron-Dot Symbols and the Octet rule (Science 9, Lesson 6.2: Lewis
Electron-Dot Symbols and the Octet rule).

Lesson Proper
A. Introduction to the Lesson
Start the lesson by introducing the following concepts and/or asking the following
questions to the students. The suggested activities after the questions may also be done in
class. You may use any of the suggested activities below.

1. Recall pure substances. What are the classifications of pure substances? How do you
differentiate each classification?
a. Pure substances can be classified into elements and compounds.
b. Elements are the simplest form of pure substances.
i. These are pure substances made up of only one type of atom. They
exist as atoms or molecules.
ii. Iron, calcium, and aluminum are examples of monatomic elements.
Hydrogen, oxygen, and fluorine are examples of molecular or
diatomic elements.
c. Compounds are produced by chemically combining two or more elements.
Examples of these are carbon dioxide, water, and sodium chloride.
d. To recall the differences between the two classifications, you may use Option
A.

Option A: Pictionary
In this activity, the students are asked to classify matter as pure substances or
mixtures.

Duration: approximately 5 minutes

Teacher’s Preparation:
● The teacher will prepare a draw lots of different examples of matter.

Materials:
● board

Procedure:

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 Unit 7: Ionic Bonding • Grade 9

1. Divide the class into two groups.

2. The two groups will take turns. One member from each group will be
selected to draw the word and to draw it on the board.
3. The rest of the group will identify the item being drawn and classify it as pure
substance or mixture.
4. The drawings cannot include any words or letters.
5. If the team did not get the correct answer the other team may answer.
6. The team with most points wins.
7. Some examples of things you can ask them to draw:
● gold ring
● copper cable wires
● sodium chloride
● air
● tap water
● mayonnaise
● blood
● brine
● dust
● smoke

Teacher’s Notes
The activity is used to allow students to demonstrate their prior knowledge of
matter.

2. Recall the fundamental particles of an atom and the characteristic of each particle.
What are the three fundamental particles in an atom? How does each particle differ from
one another?
a. An atom is the smallest unit of matter.
b. It is made up of three fundamental particles – protons, electrons, and
neutrons.
i. Protons are positively charged particles found in the nucleus of an
atom.
ii. Neutrons are neutrally charged particle also located in the nucleus of
an atom.
iii. Electrons are negatively charged particles that move around in
specific energy levels or orbitals around the nucleus.
c. To demonstrate the interaction between these particles, you may use Option

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 Unit 7: Ionic Bonding • Grade 9

B.

Option B: Pin the Electron on the Atom!

In this activity, the students are asked to identify the location of the subatomic
particles.

Duration: approximately 10 minutes

Teacher’s Preparation:
● The teacher must prepare the materials listed below.

Materials:
● periodic table
● red circles with a plus (+) sign at the center
● blue circles with minus (-) sign at the center
● white circles with zero (0) at the center
● the skeleton of an atom and its atomic orbital

Procedure:
1. The class will be divided into two groups.
2. Each group will be assigned with a skeleton of an atom and its orbitals
attached to the board.

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 Unit 7: Ionic Bonding • Grade 9

3. The students will stand 3-4 meters away from the board.
4. On the side, there will be three boxes each containing the colored circle with
the specified charge.
5. At the start of the game, the teacher will assign an element. It will be the
same element for both groups.
6. One student for each group must be blindfolded. He/she is the only person
allowed to get the subatomic particles and attach them to the atomic
skeleton on the board.
7. The rest of the class will instruct their blindfolded groupmate where to go
and how many of each subatomic particle they should get.
8. The final output should be the Bohr atomic model for the element.

Example:
● The teacher assigns carbon (Z= 6, A= 12). The blindfolded student will be
told to get 6 protons, 6 electrons, and 6 neutrons to be attached at the
following regions.

Teacher’s Notes
The activity is used to check prior knowledge of subatomic particles and the Bohr

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atomic model.

3. Recall the octet rule. What is the octet rule? How does it define the type of ions formed?
a. The octet rule states that for an atom to be stable it must have 8 valence
electron.
b. In chemical combinations, atoms gain or lose electrons in order to have the
same configuration as a noble gas.
c. To demonstrate the formation of ions based on the octet rule, you may use
Option C.

Option C: Are Bohr and Lewis Friends?

In this activity, the students are asked to compare the Bohr model with the Lewis
electron-dot symbol.

Duration: approximately 5 minutes

Quipper Reference: Lesson 7.1: Formation of Ions; warm-up activity on pages 6 to

7.

Teacher’s Preparation:
● none

Materials:
● none

Procedure:
1. Provide the students with a periodic table.
2. Instruct the students to fill up the table below. They may do it in pairs.

Bohr atomic Lewis electron-dot

Element Electron configuration
model model

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 Unit 7: Ionic Bonding • Grade 9

Na 1s2 2s2 2p6 3s1

Cl 1s2 2s2 2p6 3s2 3p5

3. On the second column, the students must write the elements electron
configuration.
4. Then on the third column, they will draw the Bohr atomic model.
5. Lastly, in the fourth column, they will draw the Lewis electron-dot symbol.

Guide Questions:
1. Are the two representations the same? How are they different Both are
used to visualize electrons of an element. All the electrons are shown in the
Bohr atomic model. The electrons are around an allowed energy level. In
the Lewis electron-dot symbol, only the valence electrons are shown.
2. Sodium is a metal. Based on its models, how can it satisfy octet rule? On the
other hand, chlorine is a nonmetal. Based on its models, how can it satisfy
octet rule?Sodium can either lose 1 electron or gain 7 electrons. Chlorine
can either gain 1 electron or lose 7 electrons. Since sodium is a metal and
chlorine is a nonmetal the first option is the easier option.
3. After satisfying the octet, how does the number of electrons in sodium
compares to its number of protons? What can you say about its charge?
How about for chlorine? After losing an electron, the sodium will have one
proton more than the number of electrons. This will make sodium a
positively charged particle. On the other hand, chlorine will be one electron

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 Unit 7: Ionic Bonding • Grade 9

more than the number of protons, therefore it will be a negatively charged

particle.

Teacher’s Notes
The activity is used to facilitate discussion on the formation of ions.

B. Discussion
Using the jumping boards presented in the Introduction, start the discussion of the lesson
by using the flow below.

1. Discuss the difference between a neutral atom and an ion. Use slides 3 to 6 of the
presentation file to discuss the difference between a neutral atom and an ion.
a. The atom is made up of three subatomic particles – protons, neutrons and
electrons.
b. Protons are positively charged particles. These are located in the atom’s
nucleus.
c. Also in the nucleus are neutrally charged particles, neutrons, found.
d. Spinning and rotating in the orbitals are the negatively charged electrons.

Fig.1. A condensed model of an atom. The neutrons and protons comprise the nucleus.

e. In any atom, the atomic number (Z) is equal to the number of protons.
f. The mass number (A) is equal to the sum of protons and neutrons.
g. When an atom has an equal number of protons and neutrons, then it is a
neutral atom.

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 Unit 7: Ionic Bonding • Grade 9

h. Ions are formed when atoms gain or lose electrons. In turn, these ions have
a net electric charge due to the imbalance between protons and electrons.
i. The electrons that are gained or lost are found in the valence shell. Since it is
the outermost shell in an atom.
j. When an ion is composed of one atom only, then it is said to be a
monatomic ion. Else, it is called a polyatomic ion.
k. Ions are classified into cations and anions.

Fig. 2. Classification of ions.

l. You may use Option A to facilitate the discussion on how chemical bonds
form.

Option A: Lady Justice’s Balance

In this activity, the students are asked to identify the type of the ion formed by the
imbalance between the subatomic particles.

Duration: approximately 5 minutes

Teacher’s Preparation:
● The teacher will provide the materials listed below.

Materials:
● traditional scale (may be bought or improvised)
● 10 marbles of the same sizes per group
● a red circle with a plus sign (+)
● a blue circle with a minus sign (–)
● tape

Procedure:
1. Instruct the students to attach the red and blue circles on each pan.
2. Provide the students with the marbles

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 Unit 7: Ionic Bonding • Grade 9

3. Ask them to place 4 marbles on each pan. Ask them to observe the scale.
4. Ask them to take one marble from the pan with the blue circle.
5. Ask them to return the marble to the pan with the blue circle and add one
more marble to the same pan.

Guide Questions:
1. What happened when you placed an equal number of marbles on each pan?
The two weights of the balance are equal.
2. What happened when you took one marble on the pan with the blue circle?
The balance was heavier on the pan with the red circle.
3. If that is an atom and you removed an electron, what will be the charge of
the particle? It will be positively charged.
4. What happened when you added one marble on the pan with the blue
circle? The balance was heavier on the pan with the blue circle.
5. If that is an atom and you removed an electron, what will be the charge of
the particle? It will be negatively charged.

Teacher’s Notes
The activity is used to facilitate discussion on the formation of ions from neutral
atoms.

2. Discuss the formation of cations. Use slides 7 to 9 of the presentation file to discuss
the formation of cations.
a. Cations are positively charged ions. These are formed when an atom loses
an electron. In cations, there are more protons than electrons.
b. Metals have the greatest tendency to lose electrons and form cations.
c. When metals lose electrons, they lose as much as it needs to, in order to get
the same electron configuration as the closest noble gas.
d. This change in electron configuration makes the ions more stable.

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 Unit 7: Ionic Bonding • Grade 9

Fig. 3. Sodium loses one electron to produce a sodium cation.

e. Group 1 metals tend to lose one electron which means that their ions have a
+1 charge.
f. For example, when sodium (Z=11) loses an electron it becomes sodium
cation (Na+ Z = 10).
g. Sodium cation has the same electron configuration as neon. Therefore they
are isoelectronic.
h. Cations with a +1 charge are called monovalent cations.
i. Group 2 metals tend to lose two electrons. They form a +2 cation which are
also called divalent cations.

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Fig. 4. Magnesium loses two electrons to produce a magnesium cation.

j. For example, magnesium loses two electrons to produce a magnesium

cation.
k. Group 3 metals tend to lose 3 electrons producing a trivalent cation.

Fig. 5. Aluminum loses three electrons to produce an aluminum cation.

l. For example, aluminum loses three electrons to produce an aluminum

cation.

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 Unit 7: Ionic Bonding • Grade 9

m. In general, the number of electrons a metal loses is equal to its group

number for a representative element.

Table 7.1. The number of electrons lost by metals.

Group Metals No. of Electron Lost Charge
1 Li, Na, K 1 electron +1
2 Be, Mg, Ca, Sr, Ba 2 electrons +2
3 B, Al, Ga, In 3 electrons +3
4 C, Si 4 electrons +4

n. Transition metals also lose electrons to form cations but the number of
electrons they lose varies.
o. For example, silver (group 11) loses one electron. Zinc and cadmium (group
12) lose two electrons. Iron can lose two or three electrons.

Fig. 6. Ions commonly formed by transition metals.

p. You may use Option B to reinforce the knowledge on the formation of

cations.

Option B: Formation Part I

In this activity, the students will form cations from the given element.

Duration: approximately 5 minutes

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 Unit 7: Ionic Bonding • Grade 9

Teacher’s Preparation:
● The teacher will prepare the worksheet.

Materials:
● worksheet
Procedure:
1. Provide the students with a copy of the worksheet.
2. Ask them to predict the possible cations formed by each element.

Metal Group Number No. of Electron Charge

Lost

K 1 1 +1

Ca 2 2 +2

Al 3 3 +3

Pb 14 4 +4

Zn 12 2 +2

Teacher’s Notes
The activity is used to reinforce knowledge on the formation of cations.

3. Discuss the formation of anions. Use slides 10 to 11 of the presentation file to

discuss the formation of anions.
a. Anions are negatively charged ions. These are formed when an atom gains
an electron which results in a greater number of electrons than protons.
b. Nonmetals have the greatest tendency to gain electrons and become
anions.
c. Nonmetals tend to gain many electrons for it to be isoelectronic to the
closest noble gas.
d. Group 17 nonmetals tend to gain one electron.
e. They form anions with -1 charge which are also called monovalent anion.

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 Unit 7: Ionic Bonding • Grade 9

Fig. 7. Chlorine gains an electron to produce the chlorine anion.

f. For example, chlorine gains one electron to produce chloride. The chloride
ion is isoelectronic to argon.
g. Group 16 nonmetals tend to gain two electrons. They form anions with -2
charge.
h. They form anions with -2 charge which are also called divalent anion.

Fig. 8. Sulfur gains two electrons to produce the sulfur anion.

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 Unit 7: Ionic Bonding • Grade 9

i. For example, sulfur gains two electrons to produce sulfide. The sulfide ion is
isoelectronic to argon.
j. Group 15 nonmetals tend to gain three electrons. They form anions with -3
charge.
k. They form anions with -2 charge which are also called trivalent anion.

Fig. 9. Phosphorus gains three electrons to produce the phosphorus anion.

l. For example, phosphorus gains three electrons to produce phosphide. The

phosphide ion is isoelectronic to argon.

Table 7.2. The number of electrons gained by nonmetals.

Group Nonmetals No. of Electron Gained Charge
15 N, P 1 electron –3
16 O, S, Se, Te 2 electrons –2
17 F, Cl, Br, I 3 electrons –1

m. In general, anions gain eighteen minus their group number. For example,
group 15 ions gain 18-15 = 3 electrons.
n. You may use Option C to reinforce the knowledge on the formation of
cations.

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 Unit 7: Ionic Bonding • Grade 9

Option C: Formation Part II

In this activity, the students will form anions from the given element.

Duration: approximately 5 minutes

Teacher’s Preparation:
● The teacher will prepare the worksheet.
Materials:
● worksheet

Procedure:
1. Provide the students with a copy of the worksheet.
2. Ask them to predict the possible cations formed by each element.

Nonmetal Group Number No. of Electron Charge

Gained

S 16 2 -2

Te 16 2 -2

At 17 1 -1

H 1 1 -1

C 14 4 -4

Teacher’s Notes
The activity is used to reinforce knowledge on the formation of anions.

Web Box
a. Show the students the three photos.
b. Ask them what table salt is made of.
c. Given the images of sodium metal and chlorine gas, how could sodium
chloride be formed?

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 Unit 7: Ionic Bonding • Grade 9

User: Dnn87. 2008. Na (Sodium).jpg.

https://commons.wikimedia.org/wiki/Fil
e:Na_(Sodium).jpg

User: Larenmclane. 2017. Chlorine gas

in high concentration.jpg
https://commons.wikimedia.org/wiki/Fil
e:Chlorine_gas_in_high_concentration.j
pg

User: Chemicalinterest. Sodium

chloride 2.JPG
https://commons.wikimedia.org/wiki/Fil
e:Sodium_chloride_2.JPG

Link to the downloadable presentation slides: 7.1 Formation of Ions

C. Practice & Feedback

Use the following strategies to assess student understanding. The teacher will
check if the answer is correct. If no, the teacher will ask another student to help his
classmate find the error in the solution.

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 Unit 7: Ionic Bonding • Grade 9

1. The teacher will select one student to define ions. Ions are charged atoms. It can be
classified as cations or anions.
2. The teacher will select one student to describe cations. Cations are positively
charged ions. These are formed when metals lose electrons.
3. The teacher will select one student to describe anions. Anions are negatively
charged ions. These are formed when nonmetals gain electrons.
4. The teacher will ask five students to give an example of a metal and the cation it can
form. Zn (Zn2+),K (K+),Ca (Ca2+), Al(Al3+), and Fe (Fe2+).
5. The teacher will ask five students to give an example of a nonmetal and the anion it
can form. S (S2-),Cl (Cl-),N (N3-), P(P3-), and O(O2-).

Assess Performance
Use the following activities to assess understanding.
1. Ask the students to answer the following individually on their notebooks.
Afterwards, it will be checked and graded.
A. Write true if the statement is true and false if otherwise.
1. Ions are charged particles. true
2. Cations are negatively charged ions. false
3. Anions are positively charged ions. false
4. Metals tend to gain electrons. false
5. Nonmetals tend to lose electrons. false
6. All metals lose the same number of electrons as their group number. false
7. Metals can only have one possible charge. false
8. Nonmetals gain electrons to make their valence electrons eight. true
9. Metals lose electrons to make their valence electrons 8. true
10. Potassium belongs to group 1, therefore it will lose 1 electron to form a +1
cation. true

2. Use the Check Your Understanding section in the study guide pages 11 to 12.
Students may answer it on their notebooks and will be checked and graded
afterwards. Choose only selected items if not possible due to time.

A. Fill up the table below. On the first column, identify if the following elements
tend to lose or gain electrons. Write cation if the element tends to lose electrons.
Otherwise, write anion if the element tends to gain electrons. Then, identify the
number of electrons the atom accepts or gains. Lastly, write the symbol of the
ion.

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 Unit 7: Ionic Bonding • Grade 9

Atom Type of ion Number of Ion symbol

electrons
lost/gained

Li Cation 1 Li+

S Anion 2 S2-

N Anion 3 N3-

Ca Cation 2 Ca2+

Rb Cation 1 Rb+

Mg Cation 2 Mg2+

Se Anion 2 Se2-

3. Additional worksheets during class when time permits or after class may also be
used.

Recall Worksheet (Level 1) 10-item recall quiz

Appendix A1. Assess-Recall Worksheet

Comprehension Worksheet 10-points guided assessment

(Level 2) Appendix A2.Assess-Comprehension Worksheet

Application Worksheet (Level 10-points problem-solving assessment

3) Appendix A3.Assess-Application Worksheet

Synthesis
Use the following strategies to the end of the session.
1. Summarize the lesson by asking the following questions.
a. How are ions formed? Ions are formed when atoms gains or loses electrons.
b. What is the difference between a cation and anion? Cations are positively
charged ions formed by metals losing electrons. Anions are negatively
charged ions formed by nonmetals gaining electrons.

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 Unit 7: Ionic Bonding • Grade 9

c. How will you identify the charge of the cation formed by a metal? For
representative elements, it depends on the group number. For transition
metals, it varies.
d. How will you identify the charge of the anion formed by a nonmetal? It
depends on the number of electrons they need to achieve an octet.
2. To further deepen understanding, you may also ask the following.
a. Can noble gases form ions? Why or why not? They are most unlikely to form
ions because their valence electrons satisfy the rule of octet.
b. Nonmetals tend to accept electrons and form anions. Where do you think
these electrons come from? Those electrons from other atoms which lose
electrons to form ions.
c. Which do you think is larger, a cation or an anion? In terms of size, how does
each ion compared to a neutral atom? An anion is larger than a cation
because it gains a complete shell upon accepting electrons. This also makes
them bigger than the corresponding neutral atom. A cation is smaller than an
anion and the corresponding neutral atom because it loses a complete shell
upon losing electrons.
d. Copper, iron, and zinc are transition metals and can form Cu2+, Fe2+, and Zn2+
ions. Why are +2 ions common in transition metals? A +2 charge is common
in transition metals because they have a complete s orbital. For example,
fourth period transition metals have fully filled 4s orbitals. The electrons in
this 4s orbitals are removed first from the neutral atom since 4s has a lower
energy compared to the next 3d orbital. This explains why +2 ions are
prevalent in transition metals.
e. Why can some ions form multiple charges? Multiply-charged ions are
common to transition metals where there are a lot of possibilities to satisfy
octet. For example, in a copper atom with a valence orbital configuration of
4s1 3d10, it can form a +1 atom to completely remove the s shell and leave a
closed d shell. Also, since the energies between the 4s and 3d orbitals are
very close to each other, the configuration of copper atoms can shift to 4s2
3d9, where the formation of the +2 ion is achieved when the 4s electrons are
removed and the shell is completely empty.
3. As an assignment, ask your students to familiarize themselves on the charges
metals can have.

Bibliography
Brown, Theodore L. 2004. Chemistry: The Central Science (11th ed). Singapore: Pearson
Education (Asia) Pte Ltd.

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 Unit 7: Ionic Bonding • Grade 9

Chang, Raymond. 2010. Chemistry (10th ed). New York: McGraw-Hill.

Padolina, Ma. Cristina D, et al. 2004. Conceptual and Functional Chemistry: Modular
Approach. Philippines: Vibal Publishing House, Inc. .

Pavico, Ma. Josefina F. 2013. Exploring Life through Science: The New Grade 7. Philippines:
Phoenix Publishing House, Inc. .

Silberberg, Martin S. 2009. Chemistry: The Molecular Nature of Matter and Change (5th ed).
New York: McGraw-Hill.

Appendix A1. Recall Worksheet (with Answer Key)

General Instructions: Select the best answer.

Question 1 Explanation
What is formed when an atom gains an electron? Ions are charged particles formed
when atoms gain or lose electrons.
anion Anions are formed when an atom
element gains an electron.
compound
cation

Question 2 Explanation
What is formed when an atom loses an electron? Ions are charged particles formed
when atoms gain or lose electrons.
cation Cations are formed when an atom
element loses an electron.
compound
anion

Question 3 Explanation
Which of the following does metal usually form Cations are formed when an atom
into? loses an electron. Metals tend to
lose electrons.
cations
anions

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 Unit 7: Ionic Bonding • Grade 9

no ions
neutral

Question 4 Explanation
Which of the following does nonmetals usually Anions are formed when an atom
form into? gains an electron. Nonmetals tend
to gain electrons.
anions
cations
no ions
neutral

Question 5 Explanation
In a chemical reaction, the element sodium (Na) Ions are charged particles formed
will most likely undergo which of the following when atoms gain or lose electrons.
processes? Cations are formed when an atom
loses an electron.
lose an electron
lose two electrons
gain an electron
neither gain nor lose electrons

Question 6 Explanation
When an atom of aluminum forms an ion, what Cations are formed when an atom
happens to it, and what is its charge? loses an electron. Aluminum is
from group 13, therefore, it will
It loses 3 valence electrons, and it forms an lose 3 electrons.
ion with a charge of 3+.
It loses 3 valence electrons, and it forms an ion
with a charge of 3–.
It gains 5 valence electrons, and it forms an ion
with a charge of 5–.
It loses 5 valence electrons, and it forms an ion
with a charge of 5+.

Question 7 Explanation

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 Unit 7: Ionic Bonding • Grade 9

When an atom of sulfur forms an ion, what Anions are formed by gaining
happens to it, and what is its charge? electrons. Sulfur already has 6
valence electrons and requires 2
It gains 2 valence electrons, and it forms an more to have an octet.
ion with a charge of 2-.
It loses 2 valence electrons, and it forms an ion
with a charge of 2-.
It loses 6 valence electrons, and it forms an ion
with a charge of 2+.
It loses 6 valence electrons, and it forms an ion
with a charge of 6+.

Question 8 Explanation
What is the number of electrons when a Phosphorus has 15 electrons. It
phosphorus atom forms an ion? needs 3 more to be isoelectronic
with argon.
18
15
8
5

Question 9 Explanation
What is the number of electrons when an Aluminum has 13 electrons. It
aluminum atom forms an ion? needs to lose 3 electrons to be
10 isoelectronic with neon.
13
3
18

Question 10 Explanation
What is the ground state configuration of an As3- The additional electron will go to
ion? the lowest unoccupied orbitals.
Thus the 4p orbitals for arsenic will
1s2 2s22p63s23p64s23d104p6 be filled when it becomes As3-.

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 Unit 7: Ionic Bonding • Grade 9

1s2 2s22p63s23p64s23d104p65s2
1s2 2s22p63s23p64s23d104p65s25p6
1s2 2s22p63s23p6

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 Unit 7: Ionic Bonding • Grade 9

Appendix A2. Comprehension Worksheet (with

Answer Key)

General Instructions: Fill up the table below. On the first column, identify if the following
elements tend to lose or gain electrons. Write cation if the element tends to lose electrons.
Otherwise, write anion if the element tends to gain electrons. Then, identify the number of
electrons the atom accepts or gains. Lastly, write the symbol of the ion.

Atom Metal or Type of ion Number of Ion symbol

Nonmetal electrons
lost/gained

K metal cation 1 K+

Te nonmetal anion 2 Te2-

Ge nonmetal anion 3 Ge3-

Sr metal cation 2 Sr2+

Cs metal cation 1 Cs+

Ba metal cation 2 Ba2+

O nonmetal anion 2 O2-

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 Unit 7: Ionic Bonding • Grade 9

Appendix A3. Application Worksheet (with

Answer Key)

General Instructions: Write the symbol for the ion formed by the given atom.

Atom Ion symbol

Na Na+

Se Se2-

P P3-

Ra Ra2+

Fr Fr+

Mg Mg2+

S S2-

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