## Warm Up.pdf - Section 1: Warm Up

# Problem Solving with Scientific Notation Part II

Lesson 9 of 12

## Objective: SWBAT to solve problems by performing operations with numbers expressed in scientific notation.

## Big Idea: Now that students have practiced basic operations (adding, subtracting, multiplying and dividing) with bare numbers expressed in scientific notation, they are ready to solve problems within a real-world context.

#### Warm Up

*7 min*

For today's Warm Up, I have selected two word problems that will allow students to use their newly acquired CUBES Strategy from the previous day's lesson. As students work, I move about the room redirecting students as needed toward successful solutions. I make note (on my attendance clipboard) of students who have unique approaches and ask if they are willing to share once the timer sounds. Most are willing and because I am asking them early, they have time to formalize their ideas.

When the timer sounds, I call forth my selected student volunteers to share their work with the class. I then ask for consensus or disagreement. Once the class is content with the answers, I move to the day's lesson launch.

- Problem-Solving with Scientific Notation- Part 2.pdf (Notebook in PDF)
- Problem-Solving with Scientific Notation, Part 2.notebook (SMART Notebook)

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I begin today's lesson by sharing the Learning Objective and CUBES Review with students. I explain that today, they will have the opportunity to apply the CUBES strategy to a variety of problems involving scientific notation.

#### Resources

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#### Work Time

*30 min*

For today's Work Time assignment, students will work on a series of scaffolded problems that I call Green Yellow Blue. I explain that as students finish working the green problems, I will come and verify their work and trade them for a yellow set of problems. Once students are finished with those problems, they can trade for the blue "challenge" problems. I explain that everyone must finish at least the green and yellow problem sets. The blue set, because it is the challenge set, will earn students bonus money in our class economy system. By exposing students to a variety of approaches, I will reiterate the value of multiple approaches to problem solving.

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#### Ticket Out the Door

*6 min*

Once the Work Time timer sounds, I distribute note cards and reveal a Ticket Out the Door prompt that students will complete and turn in to me as they leave class. I selected a problem that does not include numbers in scientific notation to see what strategies students employ to solve the problem. I will scan the various approaches and discuss with students the following day.

#### Resources

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- UNIT 1: Welcome Back!
- UNIT 2: Rules of Exponents
- UNIT 3: How Big? How Small?
- UNIT 4: So What's Rational About That?
- UNIT 5: The Fabulous World of Functions
- UNIT 6: Shapes On A Plane
- UNIT 7: What's at the Root?
- UNIT 8: Playing Around with Pythagoras
- UNIT 9: Quantum of Solids
- UNIT 10: It's All About the Rates
- UNIT 11: Oni's Equation Adventure

- LESSON 1: Introduction to Scientific Notation
- LESSON 2: Expressing Numbers in Scientific Notation
- LESSON 3: Practice with Expressing Numbers in Scientific Notation
- LESSON 4: Adding and Subtracting with Scientific Notation Part I
- LESSON 5: Adding and Subtracting with Scientific Notation Part II
- LESSON 6: Multiplying with Scientific Notation
- LESSON 7: Dividing Numbers in Scientific Notation
- LESSON 8: Problem Solving with Scientific Notation Part I
- LESSON 9: Problem Solving with Scientific Notation Part II
- LESSON 10: Problem Solving with Scientific Notation Part III
- LESSON 11: Formative Assessment: Scientific Notation
- LESSON 12: Scientific Notation Quiz Review BINGO