 Objectives: ◦ Today I will be able to:  Apply math skills to problem solving.  Apply scientific notation to problem solving.  Calculate multiplication and division problems using scientific notation.  Informal Assessment – monitoring student interactions as they complete the scientific notation practice  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  Evaluate: Review Milk Lab  Evaluate: Math assessment  Engage/Explain: Scientific Notation Notes/ Activity  Elaborate: Scientific Notation Practice  Evaluate: Exit Ticket

 Complete the STEM Fair half sheet of paper  What observations did you notice when you added the detergent to the whole, 2 percent and skim milk?  Why did the detergent, milk and food coloring interact?

 Today I will be able to: ◦ Apply math skills to problem solving. ◦ Apply scientific notation to problem solving. ◦ Calculate multiplication and division problems using scientific notation.

 Scientific Notation Practice

 Warm-Up  Review Milk Lab  Math Assessment  Scientific Notation Activity, Notes, Practice  Exit Ticket

Review and explain the milk lab

You have 25 minutes to complete the assessment individually at your desk. You may not use a calculator

 What is scientific notation?

 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

 Each group has an envelope containing numbers in scientific notation and standard notation.  Put the numbers in order from smallest to largest on your desk.

 A way to write numbers that are too big or too small to conveniently write in decimal notation  Standard scientific notation format ◦ 6.02 x  Notice there is only one number before the decimal

 Standard Notation – numbers that are in decimal form  When given a number in standard notation move the decimal to the left or right until there is only one number before the decimal  The number of spaces moved to the left or right becomes the exponent  The sign on the exponent is ◦ Positive – moved the decimal to the left ◦ Negative – moved the decimal to the right

 Examples ◦ (Standard Notation)  Move the decimal to the left, exponent is positive ◦ 4.89 x 10 8 (Scientific Notation) ◦ (Standard Notation)  Move the decimal to the right, exponent is negative ◦ 1.23 x 10 4

 Start with number in scientific notation  Look at the sign on the exponent ◦ If positive, move the decimal to the right ◦ If negative, move the decimal to the left  Use the exponent to tell you how many places to the move the decimal point

 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. Whatever you do not finish will become your homework.

 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?