## Secure resources and funding, and begin construction of a Death Star by 20163.pdf - Section 1: The Question

*Secure resources and funding, and begin construction of a Death Star by 20163.pdf*

# The Cost of the Death Star

Lesson 22 of 22

## Objective: SWBAT use their understanding of exponents and scientific notation to model the cost of the death star

#### The Question

*15 min*

There has been quite a bit of buzz around the concept of building a death star (from the movie star wars) and it actually showed up on kickstarter: Kickstarter Death Star

I show this to the students and then show the response from the president (he was asked to fund the building of the death star):

Secure resources and funding, and begin construction of a Death Star by 2016.pdf

Secure resources and funding, and begin construction of a Death Star by 20162.pdf

Secure resources and funding, and begin construction of a Death Star by 20163.pdf

I like to ask the class what their thoughts are. Is this impossible? Did they raise enough? Could we figure out how much it would cost to build the death star?

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#### Read About it

*30 min*

I give them 15 minutes to read and annotate the article (I always ask the humanities teacher for advice on this. I want to use the same language an teaching moves when it come to reading): Death Star Article.docx

The article has comments, but that is for the discussion only. After they read the article, I talk them through those key annotations.

Here are some back up videos in case students are absent:

#### Resources

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#### Debate and Extend

*15 min*

Here we read another article on the cost of the death star: How much would a Death Star really cost_.pdf and then debate the merits of both articles. How would students make their own estimate? Does either article do a good job in estimation? What would they change? Is this a hopeless problem?

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- UNIT 1: Starting Right
- UNIT 2: Scale of the Universe: Making Sense of Numbers
- UNIT 3: Scale of the Universe: Fluency and Applications
- UNIT 4: Chrome in the Classroom
- UNIT 5: Lines, Angles, and Algebraic Reasoning
- UNIT 6: Math Exploratorium
- UNIT 7: A Year in Review
- UNIT 8: Linear Regression
- UNIT 9: Sets, Subsets and the Universe
- UNIT 10: Probability
- UNIT 11: Law and Order: Special Exponents Unit
- UNIT 12: Gimme the Base: More with Exponents
- UNIT 13: Statistical Spirals
- UNIT 14: Algebra Spirals

- LESSON 1: Units and Vast Systems of Measurement
- LESSON 2: Adding and Subtracting in Scientific Notation
- LESSON 3: Mad Libs and Math Libs
- LESSON 4: Yuck! Word Problems...
- LESSON 5: The World of Microns
- LESSON 6: 100 People: An Assessment
- LESSON 7: Khan Academy and Scientific Notation Intuition
- LESSON 8: Khan Academy and Scientific Notation Conversions
- LESSON 9: Khan Academy and Orders of Magnitude
- LESSON 10: Khan Academy and Multiplying and Dividing with Scientific Notation
- LESSON 11: Khan Academy and Computations in Scientific Notation
- LESSON 12: Khan Academy Patterns in Zeros
- LESSON 13: Delta Math and Scientific Notation
- LESSON 14: Video Quiz (Alternative Assessment)
- LESSON 15: How far is that?
- LESSON 16: Long Distance Relationships Project
- LESSON 17: Long Distance Relationship Follow Up
- LESSON 18: How big is that?
- LESSON 19: The Universcale (A Project)
- LESSON 20: Universcale Project Follow Up
- LESSON 21: The Digital Scientific Notation Worksheet
- LESSON 22: The Cost of the Death Star