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Standards Framework Template – Math Grade: 8 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 Downloads Multiplying and Dividing in Scientific Notation Algebra I California Standardized Released Test California 7th grade Standardized Released Test Standards Framework Template – Math Essential Readings: 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 www.uwec.edu/carneymj/Adobe%20handouts/Significant%20Figures.pdf 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 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 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 situation. 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 preferences. 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):