Lesson 4 of 10
Objective: SWBAT compare and apply scientific notation.
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.
Play of the Day
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:
Homework 82 Scientific Notation is to be completed at home and should take students approximately 15 minutes.