8ee3 A - LeeCountyMath

Standards Framework Template – Math
Grade: 8
Common Core/Essential
Standard #:
Course: Math 8
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.
Learning Targets:
Write an estimation of a very large or very small quantity by expressing it
as the product of a single digit number and a power of 10. Compare
quantities written in scientific notation by stating their multiplicative
Essential Terminology:
Power of ten, scientific notation
Unit: Expressions and Equations
Instructional Days:
Recommended Resources:
Kuta Math Program
Holt 8th Grade Math: Course 3:
Prentice Hall Textbook and Workbook
Online (only links specific to this standard):
Blackline Masters pp. 1-16 (132K)
Exponents: Scientific notation
The how and why of scientific notation
Rules of exponents
Explanations, examples, and practice problems on exponents
Multiplying and Dividing in Scientific Notation
Algebra I California Standardized Released Test
California 7th grade Standardized Released Test
Standards Framework Template – Math
Essential Readings:
Exponents are not on the level. (n.d.). Mathstuff. Retrieved June 17, 2011, from http://www.mathnstuff.com/math/spoken/here/2class/210/laws.htm
Heron's formula for the area of a triangle. (n.d.). Math Open Reference. Retrieved June 17, 2011, from
Illuminations: Resources for Teaching Math. (n.d.). Illuminations. Retrieved June 17, 2011, from http://illuminations.nctm.org/
Irrational Numbers. (n.d.). Math is Fun. Retrieved June 17, 2011, from http://www.mathsisfun.com/irrational-numbers.html
Multiplying and Dividing in Scientific Notation. (n.d.). Ohio Department of Education. Retrieved June 20, 2011, from
Principles and standards for school mathematics. (2000). Reston, VA: National Council of Teachers of Mathematics.
Pre-algebra review topic: Line-up cards. (n.d.). Oswego City School District Regents Exam Prep Center. Retrieved June 17, 2011, from
Media Mill: Region 11 training: Multiplying by 10. (n.d.). CLA Media Mil : University of Minnesota. Retrieved June 19, 2011, from
Released Test Questions. (n.d.). California Department of Education. Retrieved June 17, 2011, from
Rules for Significant Figures. (n.d.). University of Wisconsin: Eau Claire. Retrieved June 19, 2011, from
Schielack, J. F. (2010). Focus in grade 8: teaching with curriculum focal points. Reston, VA: National Council of Teachers of Mathematics.
Scientific notation 2. (n.d.). Khan Academy. Retrieved June 19, 2011, from http://www.khanacademy.org/video/scientific-notation2?playlist=Algebra%...
TAKS Released Tests. (n.d.). Texas Education Agency . Retrieved June 17, 2011, from http://www.tea.state.tx.us/student.assessment/taks/releasedtests/
Weidemann, W., Mikovch, A. K., & Hunt, J. B. (2001). Using a Lifeline to Give Rational Numbers a Personal Touch. Mathematics Teaching in the Middle
School, 7(4), 210.
Essential Question: How can algebraic expressions and equations be used to model, analyze, and solve mathematical situations?
How can identifying a pattern or structure help the solution process?
Activating Strategy:
Standards Framework Template – Math
Suggested Instructional Tasks:
Literacy Component: Reading
Summarizing Strategy:
Support for Differentiation:
Differentiate for students still
developing understanding of the content
and for those that demonstrate
advanced understanding by the size of
numbers used and by the number of
problems learners complete.
Students that experience success early
in the lesson can research situations
when scientific notation would be
helpful in calculations and when it would
not make sense to use it. Once this
evaluation has taken place, students can
research specific examples, such as
space explorations and exponential
growth or decay, to back up their
For students in need of intense
intervention, present models of
numbers using base-ten blocks or visual
representations of base-ten blocks.
Begin by having students represent
whole numbers with the models or
visual representations. Relate the size of
Extending the Learning
Multiplying and dividing in scientific
This website provides resources to help
students better understand how to
multiply and divide scientific notation,
such as this graphic organizer. (See
Downloads in Resources section)
Scientific notation square puzzle
The national debt problem
This document works on multiplying and
dividing numbers written in scientific
notation when dealing with a real life
Students can examine fractional exponents
and their relationship to radicals.
Standards Framework Template – Math
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. Although
the blocks have limitations, they provide
access to understanding the basis of the
concept for a variety of learning
Source: Ohio Department of Ed
ELL students should be given numerous
opportunities to write about the
mathematics concepts they are learning.
Journal entries, for example, provide
opportunities for the students to
crystallize their thinking about concepts
and for the teacher to check for
understanding. Students who have
limited English language skills should be
allowed to write in their first language
initially and should not be penalized for
spelling or grammar errors. Have
students journal about the rules of
exponents and the process for
converting scientific notation to
standard form and back again.
Sample Formative Assessment (aligned to Learning Target):