As students are entering the classroom, I hand each an ENTRANCE TICKET. There are three questions on the ticket asking students to use scientific notation to find equivalent expressions. These should be done independently and without a calculator.
After students complete the Entrance Ticket, I write the following problem on the board:
The estimated world population today is 7, 130, 700, 730 people. The estimated US population today is 317, 240, 905. How much larger is the world population than the US Population?
I encourages students to use Scientific Notation so that they can make the comparison more easily. I ask students to:
I remind students that we are making estimations.
Students should write:
7, 130, 700, 730 or 7 x 109
317, 240, 905 or 3 x 108
Now I ask students:
Then, I write 2 x 10 or 20 times on the board and I ask the students to interpret what this means.
As we start this section of class, I hand each student a copy of the Application Sun Facts 2 sheet. I pair students up and ask them to answer the questions at the bottom of the worksheet. I want them to make rough estimates using scientific notation.
Two things should be considered before allowing students to begin:
Example: 3 x 106 for example is larger than 5 x 105. Students may say the second value is larger because 5 is larger than 3
Example: 31 is 6 times larger than 5 and 108 is 1000 times larger than 105. Therefore the first value is approximately 6000 times larger.
To bring the class to a close, I call on five volunteer students to write their work on the board. Once they are done, I allow students to ask questions about the answers on the board. When possible, I allow students to answer each other's questions. I intervene only to make a necessary clarification.