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Salem State University

School of Education

I. Setting the Stage

A. Curriculum Frameworks Standards:

o 5.NF.6: Solve real-world problems involving multiplications of fractions and mixed

numbers, e.g., by using visual models or equations to represent the problem.

o 8.EE.3: Use numbers expressed in the form of single digit times an integer of power of

10 to estimate very large or very small quantities.

o 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.

B. Generative Topic: Numbers in the Real World

o Allows students to investigate topics outside of the classroom.

C. Topical Essential Question(s):

o How can we compare two values accurately?

o How can we be precise enough to portray data confidently?

D. Summative Assessment:

o Exam 3 on Chapter 3 will be given after Section 2 is completed. Students will have 45

minutes to complete the exam.

o The exam explores how students can use numbers to represent data in the real world

and can apply their knowledge to future endeavors.

o There is also a Unit 3 project that was handed out the day of Exam 2.

o The Project encompasses the various techniques to explore numbers in the real world

and challenge students.

II. Content of the Unit

A. Content and Skills

o Outline:

1. How do we compare two like concepts?

a. How to find the difference between a new value and a reference value?

i. Absolute change

ii. Relative change

b. How to find the difference between two values

i. Absolute difference

ii. Relative difference.

2. Talk about large and small numbers

3. Write large/small numbers differently using scientific notation.

4. Adding and subtracting numbers in scientific notation

a. Case 1: The exponents match

i. Add or subtract the numbers

ii. Adjust the notation if need or keep the exponent the same.

b. Case 2: The exponents are different

i. Convert the numbers to standard form

ii. Add or subtract the numbers

iii. Convert back to scientific notation

5. Multiplying numbers in scientific notation

a. Multiplying the numbers in front and add the exponents

6. Dividing numbers in scientific notation

a. Dividing the numbers in front then subtracting exponents

Jessica Audy

o Skills:

1. Use percentages to describe change

2. Solve examples of comparing percentages

3. Convert standard numbers into scientific notation

4. Convert scientific notation into standard numbers

5. Add and subtract numbers in Scientific notation

6. Multiply and Divide numbers in Scientific notation

o Key Terms:

1. Absolute change: the actual increase or decrease from a reference value to a new

value

absolute change=new valuereference value

a.

2. Relative change: a fraction or percentage that describes the size of the absolute

change in comparison to the reference value

absolute change

relative change=

a.

relative value

3. Absolute Difference: the actual difference between the compared value and the reference

value.

absolute difference=compared valuereference value

a.

4. Relative Difference: describes the size of the absolute difference as a fraction of the

reference value.

difference

reference value

5. Scientific Notation: numbers are expressed as products consisting of a number

between 1 and 10 multiplied by an appropriate power of 10.

a.

relative differnece=absolute

B. Rationale

o Looking at numbers in the real world can help us in many ways. We are able to

accurately state data, compare prices and budgets, and even solve expressions.

o We can knowing how to accurately portray data can lead to clear conclusions and better

insight into word problems or even science.

III.Knowledge of the Students:

A. Demographics

o There are seventeen students in the class, most of the students are in 12th grade and

there are a few who are in 11th grade. The age ranges from sixteen to eighteen years old.

o IEPs of Students:

1. Six students require extra time while taking exams

2. Five students require word banks if being tested

3. A specific seating chart is in place to ensure various students with IEPs are

properly placed in the classroom

4. One student is required to use a laptop for speech purposes

5. Two students need quizzes and tests read aloud

o Behaviors of students:

1. A few of the students have been held back for a year and stay in the back of the

classroom. Constant confirmation of completing tasks is needed along with

motivation.

2. Many of the students will come into class late, students know to receive any

paperwork on the back desk and are expected to start immediately.

Jessica Audy

IV. Overview of Lessons

Lesso

Curriculum

Content

n Plan Framework

#

Standards

1

5.NF.6

5.NF.6

8.EE.3

8.EE.3

8.EE.4

8.EE.3

8.EE.4

Measureable Objectives

Absolute and

absolute change, relative change,

Relative

absolute difference, and relative

change/

difference.

Absolute and Students will describe all

Relative

vocabulary by retelling the

Difference

definitions to other classmates.

o Absolute change

o Relative change

o Absolute difference

o Relative difference

Review and

Students will solve examples of

Quiz on

absolute change, relative change,

Section 1

absolute difference, and relative

difference.

Students will describe all

vocabulary by retelling the

definitions to other classmates.

o Absolute change

o Relative change

o Absolute difference

o Relative difference

(SECTION 2) Students will convert numbers

Converting to

from standard form to scientific

and from

notation.

Scientific

Students will convert numbers

Notation

from scientific notation to

standard form.

Students will describe how to

convert standard numbers into

scientific notation and convert

scientific notation to standard

form.

Adding and

Students will solve scientific

Subtracting

expressions by addition or

Numbers in

subtraction.

Scientific

Students will distinguish

Notation

between Case 1 and Case 2

expressions.

Multiplying

Students will solve scientific

and Dividing

expressions by multiplication or

End of

Individual

Lesson

Assignmen

t

Exit Ticket

Teaching

Activities of

the Lesson

Challenging

Problem to

investigate

Quiz

Quiz

Exit Ticket

Using

calculators

to make

conclusions

about

numbers.

Exit Ticket

Group-work

race to

practice

problems.

Exit Ticket

Group-work

race to

Jessica Audy

Numbers in

Scientific

Notation

6

5.NF.6

8.EE.3

8.EE.4

Chapter 3

REVIEW

division.

Students will describe how to

multiply and divide numbers in

scientific notation.

All of the Above

practice

problems.

Group-work

stations to

review

material.

Differentiation: In each lesson, the most underlying level of material is covered first, which relates to

the DO NOW. Throughout the lesson material is slowly increased by difficulty level, then practiced.

Four-Corners worksheets may be used to reference vocabulary during the lesson for students who need

literacy assistance.

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