Scientific Notation Lesson Plan 3o4c1j

Mathematics Lesson Plan Format, Fall 2008 Teacher’s name: Sarah Fultz

Date: October 14, 2008

Subject: Number and Operations Grade Level: 8th Topic: Scientific Notation Essential Questions/Big Ideas: Can you think of different ways to represent very large numbers? (for example, 1,000,000,000,000) Learning Objectives: (Bloom’s Taxonomy in parentheses) Know:  The definition of scientific notation (Knowledge)  The definition of standard form (Knowledge)  How to identify scientific notation on a calculator (Knowledge)  How to identify a number in scientific notation (Knowledge) According to both the SOLs and NCTM standards, students are to know how to recognize scientific notation. The standards also require students use the notation properly and they cannot use the notation without knowing what it is and what it looks like. Understand:  The purpose of scientific notation (Analysis)  What scientific notation means (powers of 10) (Comprehension)  Why the notation involves the number 10 and not another number (Analysis)  The representation of numbers in scientific notation (Application) In order for the students to fully know what they are computing they need to know everything about scientific notation. Representing numbers in scientific notation should not be just a process of memorization, but rather a task that is meaningful. The students need to be able to order numbers represented in scientific notation, according to the SOLs and NCTM, and they cannot do that if they don’t understand what scientific notation represents (and why). Be able to:  Write large numbers in scientific notation (Synthesis)  Write a number in scientific notation in standard form (Synthesis)  Read a number in scientific notation on a calculator (Comprehension)  Describe the meaning of scientific notation and it’s usefulness (Evaluation) According to the NCTM standards the students must be able to recognize the calculator forms of scientific notation. The SOL standards also require that students be able to recognize scientific notation and represent numbers in scientific notation (all under 8.1).

Student and Teacher Activities with Estimated Time Blocks: Specify the activities (procedures) in which students will be expected to participate and/or you will conduct or lead. Activity/Time Teacher Students Hook (10 Ask the class: Is there a different way that we can Discuss in groups the minutes) write 7,000,000,000? Let them discuss this in different possibilities groups and then share their answers with the for representing class. The answer I am really looking for is to 7,000,000,000 represent the number in words, seven billion. I also would like if they came up with the idea of representing the number as 700(10,000,000) or something of this nature. If the class does not give these answers then pose them to the class as viable options. Calculator Activity (25 minutes)

Discussion (15 minutes)

Notes (15 minutes)

All the students need a graphing/scientific calculator that will represent scientific notation. Have the students in small groups of about 3 to 4 people. Each student will get a worksheet, titled What’s My Number?. The class will work in their groups to discuss and answer the questions on the sheet. Throughout this activity the teacher will go around and answer questions and guide the students’ thinking. Make sure they are getting the right conclusions about the problems to lead us into a discussion about scientific notation. Ask what happened when the numbers got too big (#3/4 on worksheet). If students do not volunteer answers then call on them, also if a particular group got a very good answer then make sure to call on them. They should have gotten a scientific notation representation of the number. Ask about their explanations for number 5. Ask them about their findings for number 6. Compare and contrast answers across the class. Ask questions like “Why do you think that is?” or “How did you get that answer?” to let the students help and teach each other. out notes sheet and define scientific notation (a decimal number between 1 and 10 times a power of 10) and standard form. Go over scientific notation vs. standard form (including how they are represented on the calculator). Now really explain scientific notation by using the multiplying 6.3 by 10 six times to get 6.3 x106 in standard form (3 on notes sheet). During this example you can draw an arrow under the

In groups answer the questions on What’s My Number? Worksheet.

Share answers to worksheet with class. Take notes on any questions that they had throughout the activity.

Take notes on sheet. Ask questions when they arise and participate in examples.

Closing Activity (15 minutes)

Exit Ticket/Homework (10 minutes) Homework until end of period.

number to represent the movement of the decimal as you multiply by each 10. Throughout this explanation is the opportunity to explain why scientific notation uses a 10 and not another number (because of the decimal places). Now give examples of writing numbers in standard form in scientific notation (as on notes sheet). Also give examples of numbers in scientific notation in standard form. Use student interaction during the examples to ask them how they think the numbers should be represented before giving them the answers. Ask the students in their groups to create a scenario when they may need to use scientific notation, for example there are 5 trillion trees in the United States. Each scenario must contain a number in standard form or words. The groups must put this number in scientific notation. Have the groups share examples with the class.

Hand out exit ticket for students to quickly complete. Once they hand in the exit ticket give them their homework worksheets to begin in class.

Create a scenario when they may need to use scientific notation. Create a number in standard form or words to go along with their examples and then write this number in scientific notation. Share scenario and numbers with class and explain their reasoning. Complete exit ticket and begin homework problems.

Materials Needed for the Lesson: Graphing Calculators, Notes Sheet, What’s My Number Worksheet, Scientific Notation Homework Worksheet, Exit Ticket Resources: Virginia Standards of Learning: Grade 8 Schroder, Kirk (2001). Mathematics Standards of Learning for Virginia Public Schools. Richmond, VA: Commonwealth of Virginia.

NCTM Principles and Standards 6-8 (2000). Principles and Standards For School Mathematics. National Council of Teachers of Mathematics.

Middle School Textbook Bailey and others, (2005). Mathematics Applications and Concepts. New York City, New York: Glencoe.

Teaching Student-Centered Mathematics Grade 5-8 Van de Walle, J, & Lovin, L (2006). Teaching Student-Centered Mathematics Grades 5-8.Boston: Pearson.

NOTES SHEET Scientific Notation:

Name:

Standard Form:

Scientific Notation method of multiplying by 10:

Examples of writing a number from standard form to scientific notation:

Expressing numbers in scientific notation in standard form:

What is scientific notation?

What is standard form?

Give a number in scientific notation.

Give what a number looks like on a calculator in scientific notation.

Write 50000000000 in scientific notation

Name:________________ Scientific Notation Homework Express each of the following in standard form. 1. 5.2 x 103

5. 3.6 x 101

2. 9.65 x 107

6. 6.452 x 102

3. 8.5 x 102

7. 8.77 x 105

4. 2.71 x 104

8. 6.4 x 108

Express each of the following in scientific notation. 1. 78,000

5. 16

2. 5,300

6. 43,000,000

3. 250

7. 8752

4. 2,687

8. 1,265,400

Express each number in scientific notation like you would see on a calculator. 1. 86,000,000

2. 12,000

3. 765,000,000,000