Mathematics Lesson Plan Format, Fall 2008

Teachers name: Sarah Fultz

Date: October 14, 2008

Subject: Number and Operations Grade Level: 8th Topic: Scientific Notation
Essential Questions/Big Ideas: Can you think of different ways to represent very large
numbers? (for example, 1,000,000,000,000)
Learning Objectives: (Blooms Taxonomy in parentheses)
Know:
The definition of scientific notation (Knowledge)
The definition of standard form (Knowledge)
How to identify scientific notation on a calculator (Knowledge)
How to identify a number in scientific notation (Knowledge)
According to both the SOLs and NCTM standards, students are to know how to
recognize scientific notation. The standards also require students use the notation properly
and they cannot use the notation without knowing what it is and what it looks like.
Understand:
The purpose of scientific notation (Analysis)
What scientific notation means (powers of 10) (Comprehension)
Why the notation involves the number 10 and not another number (Analysis)
The representation of numbers in scientific notation (Application)
In order for the students to fully know what they are computing they need to know
everything about scientific notation. Representing numbers in scientific notation should not be
just a process of memorization, but rather a task that is meaningful. The students need to be able
to order numbers represented in scientific notation, according to the SOLs and NCTM, and they
cannot do that if they dont understand what scientific notation represents (and why).
Be able to:
Write large numbers in scientific notation (Synthesis)
Write a number in scientific notation in standard form (Synthesis)
Read a number in scientific notation on a calculator (Comprehension)
Describe the meaning of scientific notation and its usefulness (Evaluation)
According to the NCTM standards the students must be able to recognize the calculator
forms of scientific notation. The SOL standards also require that students be able to recognize
scientific notation and represent numbers in scientific notation (all under 8.1).

Student and Teacher Activities with Estimated Time Blocks: Specify the activities
(procedures) in which students will be expected to participate and/or you will conduct or lead.
Activity/Time
Teacher
Students
Hook (10
Ask the class: Is there a different way that we can Discuss in groups the
minutes)
write 7,000,000,000? Let them discuss this in
different possibilities
groups and then share their answers with the
for representing
class. The answer I am really looking for is to
7,000,000,000
represent the number in words, seven billion. I
also would like if they came up with the idea of
representing the number as 700(10,000,000) or
something of this nature. If the class does not
give these answers then pose them to the class as
viable options.
Calculator
Activity (25
minutes)

Discussion (15
minutes)

Notes (15
minutes)

All the students need a graphing/scientific

calculator that will represent scientific notation.
Have the students in small groups of about 3 to 4
people. Each student will get a worksheet, titled
Whats My Number?. The class will work in their
groups to discuss and answer the questions on the
sheet. Throughout this activity the teacher will go
around and answer questions and guide the
students thinking. Make sure they are getting the
right conclusions about the problems to lead us
into a discussion about scientific notation.
Ask what happened when the numbers got too big
(#3/4 on worksheet). If students do not volunteer
answers then call on them, also if a particular
group got a very good answer then make sure to
call on them. They should have gotten a scientific
notation representation of the number. Ask about
their explanations for number 5. Ask them about
their findings for number 6. Compare and
contrast answers across the class. Ask questions
like Why do you think that is? or How did you
get that answer? to let the students help and
teach each other.
Pass out notes sheet and define scientific notation
(a decimal number between 1 and 10 times a
power of 10) and standard form. Go over
scientific notation vs. standard form (including
how they are represented on the calculator). Now
really explain scientific notation by using the
multiplying 6.3 by 10 six times to get 6.3 x106 in
standard form (3 on notes sheet). During this
example you can draw an arrow under the

In groups answer the

questions on Whats My
Number? Worksheet.

Share answers to
worksheet with class.
Take notes on any
questions that they had
throughout the activity.

Take notes on sheet.

Ask questions when
they arise and
participate in examples.

Closing Activity
(15 minutes)

Exit
Ticket/Homework
(10 minutes)
Homework until
end of period.

number to represent the movement of the decimal

as you multiply by each 10. Throughout this
explanation is the opportunity to explain why
scientific notation uses a 10 and not another
number (because of the decimal places). Now
give examples of writing numbers in standard
form in scientific notation (as on notes sheet).
Also give examples of numbers in scientific
notation in standard form. Use student interaction
during the examples to ask them how they think
the numbers should be represented before giving
them the answers.
Ask the students in their groups to create a
scenario when they may need to use scientific
notation, for example there are 5 trillion trees in
the United States. Each scenario must contain a
number in standard form or words. The groups
must put this number in scientific notation. Have
the groups share examples with the class.

Hand out exit ticket for students to quickly

complete. Once they hand in the exit ticket give
them their homework worksheets to begin in
class.

Create a scenario when

they may need to use
scientific notation.
Create a number in
standard form or words
to go along with their
examples and then write
this number in scientific
notation. Share scenario
and numbers with class
and explain their
reasoning.
Complete exit ticket and
begin homework
problems.

Materials Needed for the Lesson:

Graphing Calculators, Notes Sheet, Whats My Number Worksheet, Scientific Notation
Homework Worksheet, Exit Ticket
Resources:
Virginia Standards of Learning: Grade 8
Schroder, Kirk (2001). Mathematics Standards of Learning for Virginia Public Schools. Richmond, VA:
Commonwealth of Virginia.

NCTM Principles and Standards 6-8

(2000). Principles and Standards For School Mathematics. National Council of Teachers of Mathematics.

Middle School Textbook

Bailey and others, (2005). Mathematics Applications and Concepts. New York City, New York: Glencoe.

Teaching Student-Centered Mathematics Grade 5-8

Van de Walle, J, & Lovin, L (2006). Teaching Student-Centered Mathematics Grades 5-8.Boston: Pearson.

NOTES SHEET
Scientific Notation:

Name:

Standard Form:

Scientific Notation method of multiplying by 10:

Examples of writing a number from standard form to scientific notation:

Expressing numbers in scientific notation in standard form:

What is scientific notation?

What is standard form?

Give a number in scientific notation.

Give what a number looks like on a calculator in scientific notation.

Write 50000000000 in scientific notation

Name:________________
Scientific Notation Homework
Express each of the following in standard form.
1. 5.2 x 103

5. 3.6 x 101

2. 9.65 x 107

6. 6.452 x 102

3. 8.5 x 102

7. 8.77 x 105

4. 2.71 x 104

8. 6.4 x 108

Express each of the following in scientific notation.

1. 78,000

5. 16

2. 5,300

6. 43,000,000

3. 250

7. 8752

4. 2,687

8. 1,265,400

Express each number in scientific notation like you would see on a calculator.
1. 86,000,000

2. 12,000

3. 765,000,000,000