LESSON PLANNING GUIDE Conyers Middle School – 2014-2015 TAPS 1, 2 Content Area Math Grade/Course 8 Unit of Study Unit 2 Exponents Instructional Period Week 7 Scientific Notation Insert a standard(s) below (include code). HIGHLIGHT the SKILLS that students need to be able to do and UNDERLINE the CONCEPTS that students need to know. MCC8.EE.1 Know and apply the properties of integer exponents to generate equivalent numerical expressions. For example, 32 × 3(–5) = 3(–3) = 313= 271. MCC8.EE.3 Use numbers expressed in the form of a single digit times an integer power of 10 to estimate very large or very small quantities, and to express how many times as much one is than the other. For example, estimate the population of the United States as 3 × 108 and the population of the world as 7 × 109, and determine that the world population is more than 20 times larger. MCC8.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. List Behaviors List Content Determine DOK (what students should be able to do; focus on verbs) (what students should know; focus on concepts) (align to instruction and assessment) Demonstrate, identify, explain, describe DOK Level express numbers in scientific notation; • compare numbers, where one is given in scientific notation and the other is given in standard notation; • compare and interpret scientific notation quantities in the context of the situation; • explain laws of exponents to add, subtract, multiply and divide numbers written in scientific notation; DOK Levels 2,3 Possible Aligned Activities and Questions TAPS 2, 3, 4, 5 1 2 use the properties of scientific notation to extend the properties of numbers distinguish between rational and irrational numbers and show the relationship between the subsets of the real number system; Strategy 1: Create a rigorous system of teaching and learning Specific Results: Institutionalize Cycle for Results plans DOK Ceiling 4 Resources (on/offline) Math Textbook, Worksheetworks.com Modeled on Whiteboard, Student work Action Steps: 1, 2, 3, 6 Performance Indicator: Teacher lesson LESSON PLANNING GUIDE Conyers Middle School – 2014-2015 3 4 DOK Level Compare scientific notation with other methods of using numbers Relate properties of scientific with real life scenarios Possible Aligned Assessment Items/Tasks TAPS 2, 3, 4, 5 1 2 3 4 Students will demonstrate knowledge of solving problems with scientific notation Describe numbers that are less than one using decimals. Describe numbers greater than 1 million Students will create problems utilizing scientific notation with each operation (Adding, subtracting, multiplying, and division) Students will relate scientific notation theories to real life scenarios. Strategy 1: Create a rigorous system of teaching and learning Specific Results: Institutionalize Cycle for Results plans Various Teacher resources Resources (on/offline) Writing Across Curriculum, Math textbook, Teacher assessments Outside resources Action Steps: 1, 2, 3, 6 Performance Indicator: Teacher lesson LESSON PLANNING GUIDE Conyers Middle School – 2014-2015 Standards (Primary) DOK (Ceiling) Integrated 4 MCC8.EE.3 Use numbers expressed in the form of a single digit times an integer power of 10 to estimate very large or very small quantities, and to express how many times as much one is than the other. For example, estimate the population of the United States as 3 × 108 and the population of the world as 7 × 109, and determine that the world population is more than 20 times larger. MCC8.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. KNOW/UNDERSTAND Essential Question/Enduring Understanding: How can I represent very small and large numbers using integer exponents and scientific notation? TAPS 2, 3 How can I perform operations with numbers expressed in scientific notation? • How can I interpret scientific notation that has been generated by technology? What are some applications of using scientific notation? How can the properties of exponents and knowledge of working with scientific notation help me interpret information? Enduring understanding Scientific notation can be used to estimate very large or very small quantities and to compare quantities Vocabulary- Tier 1 KNOWLEDGE & SKILLS (Key Vocabulary) Vocabulary Tier 2 Words using to teach Tiers 2-3 Academic vocabulary across content-areas Demonstrate, identify, explain, describe Equation, exponent, rational, irrational, radical, like terms, inverse operations, exponential notation, perfect square Strategy 1: Create a rigorous system of teaching and learning Specific Results: Institutionalize Cycle for Results plans Vocabulary Tier 3 Content-specific, domain-specific . Recognize, Compare, Debate/Defend, Action Steps: 1, 2, 3, 6 TAPS 2, 3, 5 Performance Indicator: Teacher lesson LESSON PLANNING GUIDE Conyers Middle School – 2014-2015 Pre-assessment to Inform Instruction Math 4.5 Assessment Unit 2 pre-test Daily Formal assessments Assessment for Learning or Assessment of Learning Students will complete the attached assessments TAPS 2, 3, 4 DO Advanced Content Process Product Students can properly create exponential problems using scientific notation 1. Guide students to understanding how to apply scientific notation concepts to everyday life. 1. Students will create real life scenarios in which scientific notation would relate. 2. Students will create math problems highlighting the scientific notation. 1. Students will solve problems with scientific notation and simplify numerical expressions. Ready use properties of scientific notation to evaluate and simplify numerical expressions Guide Students on how to use properties of integer scientific notation correctly. Need Prerequisites Students need to understand the concept of one step equations using inverse operation. Review solving multistep equations. Students will add, subtract, multiply, and divide integers. Review the concept of place value with decimals i.e. tenths, hundredths, thousandths, etc. Students will identify place value with numbers less than 1 Students need to understand place value with decimals. Students will identify numbers greater than 1 million. TAPS 2, 3, 5, 6, 8 Steps to Deliver the Lesson Using WICOR Strategy 1: Create a rigorous system of teaching and learning Specific Results: Institutionalize Cycle for Results plans AVID ® Action Steps: 1, 2, 3, 6 Performance Indicator: Teacher lesson LESSON PLANNING GUIDE Conyers Middle School – 2014-2015 Engage (Hook, introduction to lesson concepts) 1. 2. 3. 4. Review solving equations. Add. Subtract, multiply, and divide integers. Review identifying the place value of numbers less than 1 Identify numbers greater than 1 million. WICOR: Explore/Explain (teaching content all students need to know, understand and be able to do as determined by unpacked standard) WICOR: Enrich/Elaborate (differentiation of process ) 1. Solve random problems explaining the method for solving the problem using words instead of numbers. 2. Students will find the errors in their peers work, and explain how to correct the mistakes. 3. 3. Students will Use P. A C. E. organizer. P- Problem, A – Answer, C – Calculate, E - Explain . Students will solve problems with exponents by writing in their own words in a Writing Across Curriculum activity. Students will also show diagrams for their writing. WICOR: Evaluation (Formative assessment) Students will evaluate and grade their peer’s work after they have created their own problems. Students will complete assessment with exponents and scientific notation WICOR: Resources Math Workbook, Worksheetworks.com, studyisland.com, gameaquarium.com Classroom Performance System (Clickers.) Strategy 1: Create a rigorous system of teaching and learning Specific Results: Institutionalize Cycle for Results plans Action Steps: 1, 2, 3, 6 Performance Indicator: Teacher lesson