<p>Teacher Name Date(s): Lesson Title Scientific Notation (using real world problems and technology) Curriculum Area Equations and Expression Grade Level 8th School-based Initiatives AVID______WICR______Schoolnet____X______ClassScape______Curriculum Standard(s) 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.</p><p>Technology Objective(s): 8.TT.1 Use technology and other resources for assigned tasks. from Common Core & Essential Standards Essential Question(s): What type of numbers use scientific notation? What question should students be How do I interpret scientific notation that has been generated by technology? able to answer at the end of the How can algebraic expressions and equations be used to model, analyze, and solve lesson? mathematical situations? </p><p>Learning Target(s): The What- Students understand scientific notation as generated on various calculators or other What students should know and be technology. Students able to do. Students should to be enter scientific notation using E or EE (scientific notation), * (multiplication), and ^ able to articulate the learning (exponent) symbols. target for and for others. Example 1: 2.45E+23 is 2.45 x 1023 and 3.5E-4 is 3.5 x 10-4 (NOTE: There are other notations for scientific notation depending on the calculator being used.) Students add and subtract with scientific notation. Example 2: In July 2010 there were approximately 500 million facebook users. In July 2011 there were approximately 750 million facebook users. How many more users were there in 2011. Write your answer in scientific notation. Solution: Subtract the two numbers: 750,000,000 - 500,000,000 = 250,000,000  2.5 x 108 Students use laws of exponents to multiply or divide numbers written in scientific notation, writing the product or quotient in proper scientific notation. Example 3: (6.45 x 1011)(3.2 x 104) = (6.45 x 3.2)(1011 x 104) Rearrange factors = 20.64 x 1015 Add exponents when multiplying powers of 10 = 2.064 x 1016 Write in scientific notation Example 4: 3.45 x 105 6.3 105 – (-2) Subtract exponents when dividing powers of 10 6.7 x 10-2 1.6 = 0.515 x 107 Write in scientific notation = 5.15 x 106 Example 5: (0.0025)(5.2 x 104) = (2.5 x 10-3)(5.2 x 105) Write factors in scientific notation = (2.5 x 5.2)(10-3 x 105) Rearrange factors = 13 x 10 2 Add exponents when multiplying powers of 10 = 1.3 x 103 Write in scientific notation Higher Order Thinking (Revised Music project (technology) http://showyourthinkingmath.blogspot.com/2013/11/made- Bloom’s & DOK) 4-math-monday-scientific-notation.html Connection/Extension</p><p>Lesson Summary: Describe the Complete 90 minute lesson at strategies and the activities you http://dnet01.ode.state.oh.us/ims.itemdetails/lessondetail.aspx?id=0907f84c805326da will use to teach new information to students. Academic/Content Vocabulary  base  coefficient  factor  mantissa  power  scientific notation</p><p>Multiple Intelligence Alignment  Musical/Rhythmic – music project  Verbal/Linguistic  Visual/Spatial –  Musical/Rhythmic  Bodily/Kinesthetic –  Visual/Spatial  Intrapersonal –  Bodily/Kinesthetic  Interpersonal-  Intrapersonal  Interpersonal  Naturalist  Existential Circle multiple intelligence incorporated in lesson plan</p><p>Differentiation: How will you  This standard can be differentiated for students that are challenged by the content differentiate instruction to meet and those that experience success immediately by the size of numbers used and by the needs of all students? the number of problems learners complete.  Students that experience success early in the lesson can evaluate when scientific notation would be useful and when it would not make sense to use. Once this evaluation occurs, students research specific examples such as space explorations, exponential growth or decay to back up their evaluations.  Students experiencing difficulties with concepts can be presented with adjusted assignments to meet their needs. Adaptations for this lesson could include a partially-completed Power of 10 table or a newspaper article with a minimal selection of numbers to be converted into scientific notation. </p><p> Cooperative learning strategies make all students accountable and provide auditory and kinesthetic learners ways to access the content.  Present students needing intense intervention models of numbers using base-ten blocks or visual representations of base-ten blocks. Begin by having students represent whole numbers </p><p> with the models or visual representations. Relate the size of the blocks to the exponent: a cube (1 unit), representing the zero power, a rod (10units), representing the first power, a flat (100 units), representing the second power and a large cube (1000 units), representing the third power. Scaffold understanding by having them represent numbers in scientific notation. Continue the use of models and representations with all students as the lessons progress. Although the blocks have limitations, they provide access to understanding the basis of the concept for a variety of learners.</p><p> Provide additional computational problems for students in need of assistance. </p><p>Closure: What type of formative Have each student write as a Mathematics Exit Ticket or a journal entry a step-by-step assessment will be used to outline or flow chart demonstrating how to compare numbers written in scientific determine level of mastery by all notation. students? Complete the post assessment activity, Writing and Comparing Numbers in Scientific Notation – Post-Assessment, Attachment D. See the answer key and the scoring guidelines on Attachment E.</p><p>Lesson Reflection: What went well? What would you do differently? Resources and Materials Computer What resources and materials are 1-1 computer/laptop/tablet needed to teach this lesson? headphones Projector SchoolNet assessment PowerPoint</p><p>Re-teaching and Enrichment Activities Students create a model of the solar system. Distances from each planet to the sun and How would you extend students’ the circumference of the sun could be researched. Students could then scale those understanding of the lesson measurements and physically build the solar system with appropriate proportions. concepts through another activity Students can also research why there is a problem with using Pluto in this model. or lesson?  Students research both the national debt and world population. Students examine the growth of each and display their conclusions graphically which could lead into a discussion about exponential growth. Modifications Modify the number of assessment questions the students in the lesson, modification of Are there any students for whom the number of answer choices, you need to make modifications?</p><p>Adapted from North Carolina Teacher Academy</p>