## 6 - 5 Perform operations with scientific notation 1_video narrative_POTD.MOV - Section 2: Play of the Day

*6 - 5 Perform operations with scientific notation 1_video narrative_POTD.MOV*

# Perform operations with scientific notation 1

Lesson 5 of 10

## Objective: SWBAT perform operations with scientific notation.

## Big Idea: Get students to fluently multiply and divide numbers in scientific notation, and distinguish between multiplication and division.

*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 review two problems; one that requires them to multiply two numbers that are in scientific notation, and one that requires them to multiply one number in scientific notation and the other in standard notation... it helps the kids fluently move between each representation, and convert back and forth. We usually go through more than one way to solve the same problem, especially for the mixed scientific notation/standard notation example.

For example, it's nice to show two different ways to solve a problem like the below.

If a proton has a mass of 1 x 10^-24 grams, what is the mass of 1000 protons?

Some kids will do 1 x 1000, then combine that with 10^-24, and then move the decimal to put in correct scientific notation.

Some kids will do 1 x 10^3 and then multiply this with 1 x 10^-24, which has the effect of moving the decimal also... it's really cool to see the aha moment with kids when they see the beauty of these two approaches next to each other.

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#### Homework

*15 min*

Homework (6 - 5 HW83 Perform operations with scientific notation1) is to be completed at home and should take students approximately 15 minutes.

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Christina - thanks so much for your kind note!

If you download the classwork file and view the comments, you'll see all my notes and video links.

I've also copied it here:

http://www.youtube.com/watch?v=cWYoW32yAT4"> style="color:#0000ff;">http://www.youtube.com/watch?v=cWYoW32yAT4

Nothing fancy but it is quite a bit of water. :)

Hope this is helpful!

Jeff

Great lesson! Can you provide the video you show in the Play of the Day?

Thanks!

| 2 years ago | Reply##### Similar Lessons

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- UNIT 1: FLUENCIES AND THE LANGUAGE OF ALGEBRA
- UNIT 2: SOLVING LINEAR EQUATIONS
- UNIT 3: INTRODUCTION TO FUNCTIONS
- UNIT 4: INTERPRETING AND COMPARING LINEAR FUNCTIONS
- UNIT 5: SYSTEMS OF LINEAR EQUATIONS
- UNIT 6: EXPONENTS AND SCIENTIFIC NOTATION
- UNIT 7: PARALLEL LINES, TRANSVERSALS, AND TRIANGLES
- UNIT 8: CONGRUENCE AND SIMILARITY THROUGH TRANSFORMATIONS
- UNIT 9: PATTERNS OF ASSOCIATION IN BIVARIATE DATA
- UNIT 10: SLOPE REVISITED
- UNIT 11: VOLUME OF CYLINDERS, CONES, AND SPHERES
- UNIT 12: POLYNOMIALS AND FACTORING
- UNIT 13: QUADRATIC FUNCTIONS

- LESSON 1: Laws of exponents
- LESSON 2: Zero and negative exponents
- LESSON 3: Apply properties to general equivalent expressions
- LESSON 4: Scientific Notation
- LESSON 5: Perform operations with scientific notation 1
- LESSON 6: Perform operations with scientific notation 2
- LESSON 7: Scientific notation - How many times larger?
- LESSON 8: Flexible problem solving with scientific notation
- LESSON 9: Review exponents and scientific notation
- LESSON 10: Assessment #11 - Exponents Unit Assessment