Teacher: Miss Leah Fry

Subject: Mathematics
Lesson Title: Scientific Notation in the Real World
Level: 8th Grade

Materials, Equipment and Technology: Handout/Notes, Calculators, Writing Utensils,

Rulers, ActiveInspire, Book-Why Pi? By Johnny Ball (pg. 84-85), Homework Worksheet
Standard: Expressions & Equations:
8.EE.3. Use numbers expressed in the form of a single digit times a whole-number
power of 10 to estimate very large or very small quantities, and to express how many
times as much one is than the other.
8.EE.4. Perform operations with numbers expressed in scientific notation, including
problems where both decimal and scientific notation are used. Use scientific notation and
choose units of appropriate size for measurements of very large or very small quantities
(e.g., use millimeters per year for seafloor spreading). Interpret scientific notation that
has been generated by technology.
Objective:
Students will apply their understanding of scientific notation by converting decimals to
scientific notation and scientific to standard decimal form
Students will explore uses of scientific notation in everyday life
Procedures:

Opening: Have students work on spiral review questions and go over

Give definition of scientific notation: A number expressed as a number between 1
and 10 multiplied by 10 to a power. Example: 6,745.6 expressed in scientific
3
notation is 6.7456 10

Give the form of scientific notation: d. x

10

where 1<d<10 and n is any integer

Demonstrate how to convert decimals to scientific notation, then have student

work with their elbow partner to do the They do problems. Tell student that after
they are done working, students will be chosen at random to present answers on
the board. All students should be working on the task at hand
o Have a class discussion on whether students agree or disagree with the
answers presented
6
1. ( I do )
2, 343, 600 = 2.3436 x 10
8
2. ( They do) 512, 420, 000 = 5.1242 x 10

3. ( I do )

0.00000004259 = 4.259 x

108

Note: When converting from standard to scientific, moving the decimal to the left the
exponent is going to be positive and if you move it to the right it will be negative.
Circulate to answer any questions and to assess student understanding

Teacher: Miss Leah Fry

Subject: Mathematics
Lesson Title: Scientific Notation in the Real World
Level: 8th Grade

105

4. ( They do)

0.000037 = 3.7x

5. ( They do)

5, 725, 000, 000 = 5.725 x

6. ( They do)

100, 020= 1.0002 x

10

10

Demonstrate how to convert scientific to decimal form, then have student work with
their elbow partner to do the They do problems.
10
1. ( I do )
9.203 10
= 0.0000000009203
2. ( I do )

2.1569

10

= 215, 690, 000

Note: When converting from scientific notation to standard, if you have a negative
exponent you will move the decimal to the left and if the exponent is positive move to
the right.
Circulate to answer any questions and to assess student understanding
13
3. ( We do) 8.006 10
=0.0000000000008006
4. ( They do)
5. ( They do)

5.18

107

6.0155

= 51, 800, 000

10

10

= 0.00000000060155

Read Why Pi? By Johnny Ball (pg. 84-85) to show student where scientific notation
is used in real life
Closing: remind students of the Note:
a. When converting from standard to scientific, moving the decimal to the left the
exponent is going to be positive and if you move it to the right it will be negative
b. When converting from scientific notation to standard, if you have a negative
exponent you will move the decimal to the left and if the exponent is positive
move to the right.
Have student complete the Exit Ticket that has two problems, one of each type of
conversion
o If any remaining time students can begin working on homework sheet
Modifications:
Modeling
Practice
Working with an elbow partner- students supporting their peers
Reading book allowed
Connection to real world Cool facts
Have student present work on board- allows student movement in the class room

Teacher: Miss Leah Fry

Subject: Mathematics
Lesson Title: Scientific Notation in the Real World
Level: 8th Grade

Student assessment:
Circulate while students are working
Have student present work on board- allows for peer evaluation
Exit Ticket
Initial Reaction: