2.1.8.A Represent and use numbers in equivalent forms (e.g. integers, fractions, decimals, percents, exponents, scientific notation, square roots)

3.4.7.D Describe essential ideas about the composition and structure of the universe and the earth’s place in it.

Math Assessment Anchors Addressed:

M8.A.1.1.2 Use scientific notation or exponential forms to express numbers.

M8.A.3.2 Use estimation strategies in problem-solving situations.

M8.A.3.3 Compute and/or explain operations with integers, fractions and/or decimals.

M8.A.3.3.1 Add, subtract, multiply and/or divide integers, fractions and/or decimals with and without a calculator (straight computation or word problems.)

Reading Assessment Anchors Addressed:

R8.A.2 Demonstrate the ability to understand and interpret nonfiction text, including informational, autobiography, biography, editorial and speeches appropriate to grade level.

Objectives:

Students will:

Use scientific notation or exponential forms to express numbers

Estimate distance between planets

Convert from Scientific Notation to Standard Notation

Accurately measure to the nearest foot

Align the planets in order according to the distance from the sun

Instructional Strategies and Plan (include strategies used to help different types of learners, i.e. auditory, visual, etc):

Introduction:

Ask the students to estimate the following, then write actual distance:

Circumference of Earth (24,901.55 miles). (Have students volunteer to read the numbers. Discuss how these numbers are too large. Scientists express numbers this large in scientific notation. The following numbers on the board can be written in this manner.)
Population of China (1,300,000,000).
Number of coins made in 2002 (15 billion).
National debt ($75,000,000,000,000).

Implementation:

Teacher will demonstrate how to express these numbers in scientific notation.

Discuss the order of the planets in our solar system. Divide the students into nine groups of three and assign a planet to each group. Using the internet and library resources, students will find three facts about their assigned planet including the distance of the planet from the sun and report their findings to the entire class. The distance will be recorded on Worksheet A. The students will fill in the distances on the worksheet using scientific notation.

Using prior knowledge of proportion the students will calculate the scale distance of the sun to Pluto (5.1 billion km) to 100 ft. The students will calculate the scale distance from the sun for each planet. Make sure that the students estimate to the nearest whole number. This will be recorded on Worksheet B. Once students have completed the group activity they will begin the measurement activity. All the supplies will be available for the students to begin the activity.

Measurement Activity:

Using the rope the students will:

1. Mark off the distance from the sun to each planet.

2. Label each planet with its distance in scientific notation on the sentence strips

3. Place a picture of the planet and its distance from the sun at the appropriate location on the rope. (to the nearest foot)

3. The teacher will introduce converting scientific notation to standard notation. Students will use their distance cards from the previous day and write the decimal notation equivalent on the back.

Students will be given an assessment to determine the understanding of the concepts taught.

Materials/Resources:

Calculator , library, internet, rope, pictures of planets, measuring tape, sentence strips

Interdisciplinary Connections:

· Reading

Internet/library resource researching 3 facts on their given planet including the distance of their planet from the sun

· Technology

Calculator

Internet accessibility

· Science

3.4.7.D Describe essential ideas about the composition and structure of the universe and the earth’s place in it.

Assessment Strategies:

· Formative Evaluation (checking student understanding during the lesson):

Checklist for assignments

Teacher observation

· Summative Evaluation (How will it be determined that the objectives were achieved?):

Assessment/Quiz

Correctives/Remediation:

Students will be required to bring to Math class an example of a large number found in real life and a description of the example.

(play “Popcorn” game with their numbers – to show how to correctly convert scientific notation to the students)

Extensions/Enrichment:

1. Video on the size of the solar system

2. Web quest on Scientific Notation

3. Introduce negative exponents

4. Calculate scale distance from the Sun to Voyager (14 billion)

5. The Size and Distance of the Planets (http://cse.ssl.berkeley.edu/AtHomeAstonomy/activity_10.html)

Special Accommodations (special needs students)

· Description of the Special Needs student selected:

Male – these students appears to be a disinterested learner. He loves to draw, but it is difficult to motivate him to do other tasks. His father says, “Well just let him draw if that is what makes him happy.”

· Accommodations to use with this student:

General Accommodations

§ Establish and maintain eye contact

§ Provide optional work areas

§ Use close proximity to assist student in focusing on directions and staying seated

Discussion/Questioning

§ Post discussion material

§ Use frequent eye contact

§ Ask a simple question to the student

§ Student note-taker for teacher

Projects

§ Provide flexibility regarding response to assignment

§ Allow student to work in cooperative mixed ability groups

§ Encourage peer assistance and collaborative

Independent Worksheets

§ Allow the student some choice within the framework of the assignment. For example, drawing before writing

§ Provide the task in the learning media best used by the student

Students #4 will be assigned to record and decorate his group’s planet activity.

Name __________________________ Date ___________

WORKSHEET A

Planets	Distance from the Sun	Scientific Notation

Name __________________________ Date ____________

Worksheet B

Planets	Actual distance from the Sun	Scale distance to the closest foot

Scientific Notation Checklist

Class ___________________________

Students	Worksheet A	Worksheet B	Research facts(3)

Formative Evaluation:

Teacher observation, discussion, checklist of worksheets, and research facts.

Summative Evaluation :

Quiz ( enclosed) 10 questions

5 questions changing standard notation to scientific notation

5 questions changing scientific notation to standard notation

Name __________________________

Quiz – Scientific Notation

Write the following numbers in Scientific Notation

1. 1000001
2. 504003
3. 6,926,300,000
4. -392
5. 0.00361

Convert Scientific Notation Back to Standard Notation

1. 1.92 x 10³
2. 3.051x10¹
3. -4.29 x 10²
4. 6.251 x 10⁹
5. 8.317 x 10⁶

Name __________________________

Quiz – Scientific Notation

Write the following numbers in Scientific Notation

1. 1000001	1.000001 x
2. 504003	5.04003 x
3. 6,926,300,000	6.9263 x
4. -392	3.92 x
5. 0.00361	3.61 x

Convert Scientific Notation Back to Standard Notation

1. 1.92 x 10³	1920
2. 3.051x10¹	30.51
3. -4.29 x 10²	429
4. 6.251 x 10⁹	6,251,000,000
5. 8.317 x 10⁶	8,317,000

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