# 8ee3 A - LeeCountyMath ```Standards Framework Template – Math
Common Core/Essential
Standard #:
8.EE.3
Course: Math 8
Description:
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
relationships.
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)
http://tenmarks.com/
www.classscape.org
www.studyisland.com
www.apangea.com
http://teachers.henrico.k12.va.us/math/
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
References














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
http://www.mathopenref.com/heronsformula.html
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
http://ims.ode.state.oh.us/ODE/IMS/Lessons/Web_Content/CMA_LP_S01_BI_L08...
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
http://regentsprep.org/Regents/math/ALGEBRA/AOP1/Tcards.htm
Media Mill: Region 11 training: Multiplying by 10. (n.d.). CLA Media Mil : University of Minnesota. Retrieved June 19, 2011, from
http://mediamill.cla.umn.edu/mediamill/display/75023
Released Test Questions. (n.d.). California Department of Education. Retrieved June 17, 2011, from
www.cde.ca.gov/ta/tg/sr/documents/cstrtqmath7.pdf
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., &amp; 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
Writing
Summarizing Strategy:
Support for Differentiation:
ELL



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
evaluation.
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
EC
AIG
Extending the Learning

Multiplying and dividing in scientific
notation
This website provides resources to help
students better understand how to
multiply and divide scientific notation,
such as this graphic organizer. (See

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
situation.

Students can examine fractional exponents
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
concept for a variety of learning
preferences.
Source: Ohio Department of Ed
ELL students should be given numerous
mathematics concepts they are learning.
Journal entries, for example, provide
opportunities for the students to