Lesson 10 1

LESSON 10 OPERATION WITH NUMBERS IN
SCIENTIFIC NOTATION
Lesson Overview
From this lesson, students will be practicing operations with numbers expressed in scientific
notation and standard notation.
Standards
National Standards
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Common Core Math Standards
8-EE.4: Perform operations with numbers expressed in scientific notation, including
problems where both decimal and scientific notation are used. Use scientific notation and
choose units of appropriate size for measurements of very large or very small quantities
(e.g., use millimeters per year for seafloor spreading). Interpret scientific notation that has
been generated by technology.
Prerequisite Knowledge
Prior to this lesson, students should already be able to understand the rule in multiplying or
dividing exponents. This will be a key factor throughout the unit. Students should be able to
convert a value into a scientific notation. This will make it easier for students to compute
values.
Supporting Details
Materials
Worksheets
Helpful Information for Teachers
Documents
Classroom Handouts.docx (147KB)
lessons on decimals.pptx (295KB)
Web Links
Instructional Plans
Engage 1 (5 min)
1. Engage Details
Sub-components:
Prior Knowledge
Representative Questions:
(1) What do you know about...? (2) What have you seen like this? (3) What have we
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studied that might apply here?
Engage Description:
To be certain that students remember the rule of exponents we will be given a do now
to prove they are capable of multiply or dividing exponents.
2. Formative Assessments
Warm-Up, Brainstorming, Think, pair, share
Students will have powers of ten that must be multiplied or divided by another power of
ten. This will just assure students are certain on how to compute. Those students that
struggle with the "Do Now" will struggle with the lesson. The teacher must make sure
this is understood by all students.
3. Teacher Reflection
(1) What did student prior knowledge indicate about readiness to learn and existing
schema?
proceed; quick review; remediate
Explore 1 (12 min)

1. Explore Details
Sub-components:
Test, Collect
(1) What do you need to collect? (2) How will you organize your information? (3) How
much data/information do you need to collect?
Explore Description:
Students will work independently on two problems to see if they do not struggle in
computations. Students will use key words from the world problem to determine what
order of operation they must use to solve the problem. They must also set up the
values they have for the known variables and convert it into scientific notation
Record/Data Collection, Think, pair, share
After students have time to work on the problems independently, the teacher will
choose volunteers to demonstrate the solution to the problems on the board. This will
allow students to be engaged aswell and not have the prime focus be on the teacher
throughout the lessson.
Students will the use what they already know to work in groups of 2-3 to solve
problems from their worksheet. When students work together it allows them to see
different ways on how to solve a problem.
(1) Conjectures being tested? Alignment of testing with the question/content being
explored? (2) Meaningfulness of data collected? How organized?
proceed; clarify; remediate; re-engage
Explain 1 (10 min)

1. Explain Details
Sub-components:
Interpret, Evidence/Justify/Verify, Analyze
(1) What took place? (2) What changes did you notice? (3) Explain what happened?
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(4) What surprised/puzzled you? What is still confusing? (5) How is this similar or
different from...? (6) How does this apply to what we learned before? (7) What has
been learned?
Explain Description:
Students have learned how to mulitply/divide when given two values. Now, students
are expected to be able to do this process when given other steps between the
problem. The students will be given a problem that will initially appear to be like
problems done before, however now there will be an extra step.
Whole Class Discussion, Oral Presentation, Teacher Presentation, Think, pair, share
Students will be given a problme about American Landfill and how it has 85 million
tons of garbage. Students will originally start the problem by solving the amount of
garbarge there is in the landfill. The students may just multiply which is what they are
used to doing, however what will they have to do when it said that from the amount of
garbage we must exclude a portion for recyclables. This will make students include an
extra step to subtract the recyclables. The teacher will do this problem on the board
with the studens in order for them to see how they must process the word in the
problems to take it step by step.
(1) Quality and accuracy of interpretation of results? (2) Strength of evidence for
claims? Ability to verify procedure/results? Skillfulness in justifying approach/results?
(3) Ability to analyze the quality of exploration conducted?
proceed; re-engage; re-explore; remediate; have students clarify
Extend 1 (5 min)
1. Extend Details
Sub-components:
Apply
(1) What would happen if...?
Extend Description:
What would happen if you were given an extremely large value with a extremely small
value? Would you be able to compute the values?
Think, pair, share
Students will be able to see that if you convert any size number into scientific notation
you will be able to compute for all operations. This will then allow you to write it out in
standard form.
(1) Quality and number of applications made?
debrief; re-engage; re-explore; have students clarify; another extension
Contributed by:
Aracely Polanco, Manhattan College, NY
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LESSON 10 OPERATION WITH NUMBERS IN

Explore 1 (12 min)

Explain 1 (10 min)

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