 Objectives: ◦ Today I will be able to:  Apply scientific notation to problem solving.  Calculate multiplication and division problems using scientific notation.  Understand the size and numerical relationship between the units in the metric system  Informal Assessment – monitoring student interactions as they complete the scientific notation practice and metric system activity  Formal assessment – math assessment/scientific notation practice and exit ticket  Common Core Connection ◦ Make sense of problem and persevere in solving them ◦ Model with mathematics

 Evaluate: Warm-Up  Explain: Scientific Notation Notes  Elaborate: Scientific Notation Practice  Engage/Explore: Metric System Activity  Evaluate: Exit Ticket

 Place the following numbers into scientific notation ◦ m ◦ 5200 g ◦ 0.04 L  What is the purpose of putting numbers into scientific notation?

 Today I will be able to:  Apply scientific notation to problem solving.  Calculate multiplication and division problems using scientific notation.  Understand the size and numerical relationship between the units in the metric system

 Complete the practice  Study for sig fig/ safety quiz on Wednesday

 Warm-Up  Scientific Notation Notes  Scientific Notation Practice  Metric System Activity  Exit Ticket

 In groups, brainstorm 3 examples of things that scientists/ engineers could study that would be large enough or small enough for scientific notation to be used to describe them

 Examples ◦ (Standard Notation)  Move the decimal to the left, exponent is positive ◦ 4.89 x 10 8 (Scientific Notation) ◦ Numbers greater than 1 always have a positive exponent in scientific notation ◦ (Standard Notation)  Move the decimal to the right, exponent is negative ◦ 1.23 x ◦ Numbers less than 1 always have a negative exponent in scientific notation

 Examples ◦ 3.47 x 10 5 (Scientific Notation)  Exponent is positive, move to the right ◦ (Standard Notation) ◦ 7.82 x (Scientific Notation)  Exponent is negative, move to the left ◦ (Standard Notation)

 Multiply or divide the numbers first ◦ (don’t include x 10 exp )  When multiplying, add the exponents together  When dividing, subtract the exponents  Make sure there is only one number before the decimal place in scientific notation. You may have to move the decimal so there is only one

 Examples  (2.0 x 10 5 )(7.0 x10 4 )= ◦ 1.4 x  (15.0 x 10 7 ) / (3.0 x 10 9 )= ◦ 5.0 x 10 -2

Complete the practice at your desk. We will review selected answers as a class.

(See Tuesday Lesson Plan) Follow Ms. Ose’s Directions for the activity

 Activity ◦ Find your matching partner by finding the correct standard notation and scientific notation pair  With your partner discuss the following questions: ◦ If you could have one special superhero power, what would it be? ◦ Would you rather have Cheetos fingers, or a popcorn kernel stuck in the back of your throat, for the rest of your life?