1. Task 3: Test Analysis Comprehensive Test 2
Homework: Maintenance Sheet 4
Daily Review: What are the properties of exponents?
(4-3)5 ÷ What are the rules and properties used to solve this problem?
Task 3: Test Analysis Comprehensive Test 2
Learning Target: I can apply what I have learned from units 1 to 2 and pass with 70% accuracy.

2. Beginning Level: 74 for below Emerging Level: 75-83
The Georgia Milestones will count this year toward promotion. If you score at the beginning level, you will have to retest. Below are the equivalency of your classroom grades.
Beginning Level: 74 for below
Emerging Level: 75-83
Proficient Level: 84-94
Distinguished Level: 95+
Did you study for this test?
If no, explain why? If yes, tell how you prepared for this test.
Did you study the day before, day of, in homeroom, or all week long? *write down all that apply
How long did you prepare/study for this test? Less than 10 minutes, minutes, 1 hour
What do I need to do to help you be more engaged in math class?
What can I do to make sure you are mastering the standards?
What can you do to make sure you are mastering the standards?
Do you use your notes when completing task related to the concepts, if not, explain?
If you are not completing your homework, please explain why?

3. Learning Targets
•I can estimate very large and very small quantities using a single digit times a power of 10.
•I can compare two quantities written as a single digit times a power of 10.
•I can 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).
•I can interpret scientific notation that has been generated by technology.
Scientific Notation
TOD: Write three facts about Scientific notation, 2 ways they are used, and 1 question/comment about them.

5. Scientific Notation http://bit.do/SNvideo
Learning Targets
•I can estimate very large and very small quantities using a single digit times a power of 10.
•I can compare two quantities written as a single digit times a power of 10.
•I can 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).
•I can interpret scientific notation that has been generated by technology.
Scientific Notation
TOD: Write three facts about Scientific notation, 2 ways they are used, and 1 question/comment about them.

6. http://bit.do/SN101 Scientific Notation
Learning Targets
•I can estimate very large and very small quantities using a single digit times a power of 10.
•I can compare two quantities written as a single digit times a power of 10.
•I can 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).
•I can interpret scientific notation that has been generated by technology.
Scientific Notation
TOD: Write three facts about Scientific notation, 2 ways they are used, and 1 question/comment about them.

7. http://bit.do/SN102 Scientific Notation
Learning Targets
•I can estimate very large and very small quantities using a single digit times a power of 10.
•I can compare two quantities written as a single digit times a power of 10.
•I can 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).
•I can interpret scientific notation that has been generated by technology.
Scientific Notation
TOD: Write three facts about Scientific notation, 2 ways they are used, and 1 question/comment about them.