NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 7 8•1
Lesson 7: Magnitude
Student Outcomes . Students know that positive powers of 10 are very large numbers, and negative powers of 10 are very small numbers. . Students know that the exponent of an expression provides information about the magnitude of a number.
Classwork Discussion (5 minutes) In addition to applications within mathematics, exponential notation is indispensable in science. It is used to clearly display the magnitude of a measurement (e.g., How big? How small?). We will explore this aspect of exponential notation in the next seven lessons. Understanding magnitude demands an understanding of the integer powers of 10. Therefore, we begin with two fundamental facts about the integer powers of 10. What does it mean to say that 10 for large positive integers are big numbers and that 10 for large positive integers are small numbers?
Scaffolding: Fact 1: The numbers 10 for arbitrarily large positive integers are big numbers; given a . Remind students that MP.6 number (no matter how big it is), there is a power of 10 that exceeds . special cases are cases when concrete numbers
are used. They provide a Fact 2: The numbers 10 for arbitrarily large positive integers are small numbers; way to become familiar given a positive number (no matter how small it is), there is a (negative) power of 10 with the mathematics before moving to the MP.8 that is smaller than . general case. Fact 2 is a consequence of Fact 1. We address Fact 1 first. The following two special cases illustrate why this is true.
Fact 1: The number , for arbitrarily large positive integer , is a big number in the sense that given a number (no matter how big it is) there is a power of 10 that exceeds .
Fact 2: The number , for arbitrarily large positive integer , is a small number in the sense that given a positive number (no matter how small it is), there is a (negative) power of that is smaller than .
Lesson 7: Magnitude Date: 4/5/14 78
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 7 8•1
Examples 1–2 (5 minutes)
Example 1: Let be the world population as of March 23, 2013. Approximately, 7,073,981,143. It has 10 digits and is, therefore, smaller than any whole number with 11 digits, such as 10,000,000,000. But 10,000,000,000 10 , so 10 (i.e., the 10th power of 10 exceeds this ).
Example 2: Let be the US national debt on March 23, 2013. 16,755,133,009,522 to the nearest dollar. It has 14 digits. The largest 14‐digit number is 99,999,999,999,999. Therefore, 99,999,999,999,999 100,000,000,000,000 10 That is, the 14th power of 10 exceeds .
Exercises 1 and 2 (5 minutes) Students complete Exercises 1 and 2 independently.
Exercise 1
Let , , , , . Find the smallest power of 10 that will exceed .