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