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# Scientific Notation

Lesson 4 of 10

## Objective: SWBAT compare and apply scientific notation.

*75 minutes*

#### Warm Up

*10 min*

Each day, students complete a warm-up that usually consists of spiraling the previous day's material, in addition to older material. Warm-up problems also sometimes extend lessons that students have encountered before to more unfamiliar contexts.

For a video narrative about how I structure each lesson, and how the warm-up fits in, click here.

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#### Huddle

*10 min*

For the huddle in this lesson, I like to talk about the Gold_Problem, to push kids' understanding of how to apply scientific notation in any case.

**10. Even though scientific notation is for very large or very small quantities, you can also use scientific notation to represent regular-sized numbers.**

**How would you represent 9 in terms of scientific notation?**

**How would you represent 10 in terms of scientific notation?**

We plow through some misconceptions, but then attend to precision and present them properly. It also spirals the idea that the factor must be greater than or equal to 1 but less than 10.

I may show this brief video at the end of the Huddle if time allows:

http://www.youtube.com/watch?v=kHGpopA7o3c

#### Resources

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#### Homework

*15 min*

Homework 82 Scientific Notation is to be completed at home and should take students approximately 15 minutes.

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*Responding to Kaitlyn Field*

Its Blurry because he copied the image from an adobe file

| 3 years ago | Reply##### Similar Lessons

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