Christa Lemily South Warren Middle School, Bowling Green, KY
8th Grade Math : Unit #2 - Exponents and Radicals : Lesson #11

Operations With Numbers in Scientific Notation Day 1 of 2

Objective: SWBAT extend previous understanding of exponents and the associative property to multiply values written in scientific notation.
Standards: 8.EE.A.4 MP1 MP3 MP6 MP7
Subject(s): Math
60 minutes
1 Bellringer - Opening the Lesson - 15 minutes

Clarify for the students the learning goal of the lesson today.  The goal of the lesson today is to understand how the associative property can help students multiply strategically so they can apply their understanding of exponents to multiplication with numbers written in scientific notation.

Really, students have already been applying the associative property when multiplying two expressions, which is why the activity begins with multiplying two expressions with like and unlike bases.  The skills needed to complete this lesson warm-up are the same skills needed to complete the new work with scientific notation.  Therefore, after sharing the learning goals with students pass out the activity page and ask students to work within partner groups to complete questions one and two as the warm-up activity today.

As students work, about 8 - 10 minutes, move about the room formatively assessing student progress with exponents and providing feedback that moves learning forward.  Select groups to present their work for each question as you are observing as well.  The opening activities are very important for setting the students' minds in a productive direction for the reaminder of the activity.  Therefore, as students are presenting their answers to questions one and two ask them to script neatly their work so that it can be left up on the board throughout the class period as inspiration for students as they work through the new material.

Cooperative Grouping Explained

Clarifying and Sharing Learning Intentions and Criteria for Success

Scripting Strategy

Mini-Wrap Up Strategy Explained

Bellringer: Students Explain Multiplying Numbers in Scientific Notation
Discourse and Questioning
Operations in Scientific Notation Day 1 Student Demonstration Reflection.mov
https://betterlesson.com/lesson/section/3455/operations-with-numbers-in-scientific-notation-day-1-of-2
2 Beginning the New Work - 30 minutes

After students have completed this work, pull everyone together for a thorough discussion of each question.  I want student lead discussions in my classroom, so as I am selecting groups to present I tell them why I want them to speak, what it is about their work that I need them to discuss most.

After the wrap up session, if your students are still struggling to understand the multiplication, allow them about five minutes to complete question six and then hold another whole group mini wrap-up session.  Together, then create a class answer for question seven and make sure everyone writes down the class description.  Allow students time to compete question eight within cooperative groups.

If your students are grasping the concept and after wrapping up questions three, four, and five they are ready to move on, then allow them time to work on questions six, seven, and eight within cooperative groups before holding a mini wrap-up over all three questions at once.

If you are in a hurry to teach multiplication and division with values written in scientific notation because you are running out of days in this unit, then I am also including a lesson I found online from a textbook that very quickly shows students the concepts discussed in this lesson and the lesson for tomorrow.

Activating students as owners of their own learning

Activating students as resources for one another

Changing the Homework to Save Time