Scientific Notation Stations

Expressions and Equations
Stations: All Things

Scientific
Notation
Aligned to the Common
Core State Standards Grades
8.EE.A.3-4
7-10
Teacher’s Guide
CCSS 8.EE.A.3
Use numbers expressed in the form of a single digit times an integer power of
10 to estimate very large or very small quantities, and to express how many
times as much one is than the other. For example, estimate the population of
the United States as 3×108 and the population of the world as 7×109, and
determine that the world population is more than 20 times larger.

CCSS 8.EE.A.4
Perform operations with numbers expressed in scientiNic notation, including
problems where both decimal and scientiNic notation are used. Use scientiNic
notation and choose units of appropriate size for measurements of very large
or very small quantities (e.g., use millimeters per year for seaNloor spreading).
Interpret scientiNic notation that has been generated by technology.

Objectives
•  Students will be able to estimate very large and very small quantities in
real contexts using scientiNic notation.
•  Students will be able to compare numbers written in scientiNic notation to
determine the scale factor used to obtain the second from the Nirst.
•  Students will be able to multiply, divide, add, and subtract numbers in
scientiNic notation.

Materials
•  Laminated Stations (5 copies of each)
•  Copies of Stations Workspace
•  Copies of Answer Key*
•  Envelopes for Answer Keys
•  Extension Questions (optional)
•  Countdown Timer
*Version A is appropriate for middle school math and does not account for
signiNicant Nigures. Version B is appropriate for high school science and does
account for signiNicant Nigures.
Procedure
•  Set up six groups around the classroom. Place Nive laminated copies of a
station and two answer keys (tucked away in envelopes) at each group.
•  Pass out Stations Workspace. This should be copied front and back so that
all six stations can Nit on one piece of paper. Students should show all
work and answers all questions in this space.
•  Ask students to complete the practice problems individually but
encourage them to ask each other (and you!) questions.
•  Set a timer to go off every Nive minutes. Consider projecting a timer on the
front board if this is available to you.
•  Circulate around the groups to provide assistance, as needed.
•  With 1 minute left at each station, remind students to compare their
answers with those on the answer key. Remind students again to ask
questions if they have any.
•  When the timer goes off, students should stand up and move to the next
station. Reset the timer. Continue until all groups have completed the six
stations.
Extension
•  Plan ahead for your high-Nlyers and speedy-workers. Extension questions
are included in this product. Cut them out ahead of time and drop them
on desks of students as needed.
Station 1

Convert each of the following numbers to standard form:
1)  7.1 x 108 3) 1.005 x 10-6

2)  9.035 x 105 4) 3 x 10-2

Convert each of the following numbers to scientiNic notation:
5)  0.00027 7) 5,000
6)  30,400,000 8) 0.00902

9)  Jessie and Neha were practicing writing numbers in
scientiNic notation. Jessie said that 14.8 x 10-5 was the
Ninal answer, but Neha argued that the answer needed to
be written as 1.48 x 10-6. Were either of them correct?
Explain the error(s).

© Free to Discover (Amanda Nix) – 2015

Station 2

For each scenario, select an appropriate estimate from the
box below for its measurement. Justify each answer.

2 x 10-6 2 x 10-2 2 x 103 2 x 108

1)  Instagram users (number)
2)  Length of pencil (meters)
3)  Perimeter of school building (feet)
4)  Nitrogen Dioxide in the air (%)
Order each set of numbers from least to greatest:

5)  -8 x 108, 8 x 1018, -8 x 10-18, 8 x 108, 8 x 10-8
6)  3 x 107, -2 x 104, 1 x 10-9, -5 x 10-6, -8 x 1011

Station 3

Multiply in scientiNic notation. Do not convert to standard
form. Be sure all Ninal answers are in scientiNic notation.

1)  (5 x 103)(4.1 x 108) 4) (7.2 x 10-2)(3 x 105)
2)  (3 x 10-2)(3 x 10-7) 5) (1.4 x 10-11)(8 x 10-2)
3)  (6.5 x 10-10)(4 x 103) 6) (5 x 10-3)(1.1 x 106)


Station 4

Determine the scale factor needed to obtain the second
number from the Nirst. Show how you know.

1)  2 x 105 à 6 x 106 3) 1.5 x 105 à 6 x 108
2)  9 x 107 à 1.8 x 108 4) 6 x 1012 à 6 x 1011

5)  Dariel Ninished a logic puzzle in 4 x 101 minutes. It took
Ben 6 x 103 seconds to do the same puzzle. Who
completed the logic puzzle faster? How many times
longer did it take the second student to Ninish the puzzle?
Show or explain how you know using scientiNic notation.


Station 5

Divide in scientiNic notation. Do not convert to standard

8 −9
9
1) ×10 4) 4 ×10
2
6 ×10 8 ×10 3

7 ×10 −4 1.1×10 3
2) 5)
1.4 ×10 −8 5.5 ×10 −5

1×10 7 1.2 ×1011
3) 6)
4 ×10 3 3×10 6


Station 6

Add or subtract in scientiNic notation. Do not convert to
standard form. Be sure all Ninal answers are in scientiNic
notation.

1)  (1.7 x 106) + (4.4 x 106) 4) (7.6 x 106) – (7.2 x 106)
2)  (5.6 x 10-5) - (1.4 x 10-5) 5) (9 x 10-13) + (6 x 10-14)
3)  (9.5 x 108) + (4.5 x 108) 6) (8.2 x 107) – (3 x 106)


Stations Workspace
Station #_____

Station #_____

Station #_____


Stations Workspace
Station #_____

Station #_____

Station #_____


Extension Questions
Extension Question #1

Simplify the following expression without converting to standard form:
3×108 +
( 3.5 ×10 ) ( 4 ×10 )
11 −7
7 ×10 −4

Multiply without converting to standard form:
(2.4 ×10 ) (3×10 ) (1.5 ×10 )

9 −7 −11

Create an expression using at least three numbers written in scientific notation that is
equivalent to 1.

Station 1 A
Answer Key
1)  7.1 x 108 3) 1.005 x 10-6
710,000,000 0.000001005

2) 9.035 x 105 4) 3 x 10-2
903,500 0.03

5)  0.00027 7) 5,000
2.7 x 10-4 5 x 103
6) 30,400,000 8) 0.00902
3.04 x 107 9.02 x 10-3

Neither of the girls were correct. Jessie forgot to make
the signiNicant digits at least 1 and less than 10. Neha
used the wrong exponent. It should be 1.48 x 10-4.

Station 2 A
Answer Key

2 x 10-6 2 x 10-2 2 x 103 2 x 108

2 x 108 because there are millions.
2) Length of pencil (meters)
2 x 10-2 because it is a fraction of a meter.
3) Perimeter of school building (feet)
2 x 103 because a couple thousand feet is accurate for the perimeter of a
large building.
4) Nitrogen Dioxide in the air (%)
2 x 10-6 because it is not one of the top compounds in the air. There is a
very small amount.

5)  -8 x 108, 8 x 1018, -8 x 10-18, 8 x 108, 8 x 10-8
-8 x 108, -8 x 10-18, 8 x 10-8, 8 x 108, 8 x 1018
6)  3 x 107, -2 x 104, 1 x 10-9, -5 x 10-6, -8 x 1011

-8 x 1011, -2 x 104, -5 x 10-6, 1 x 10-9, 3 x 107
Station 3 A
Answer Key

1)  (5 x 103)(4.1 x 108) 4) (7.2 x 10-2)(3 x 105)
20.5 x 1011 21.6 x 103
2.05 x 1012 2.16 x 104
2) (3 x 10-2)(3 x 10-7) 5) (1.4 x 10-11)(8 x 10-2)

9 x 10-9 11.2 x 10-13
1.12 x 10-12
3) (6.5 x 10-10)(4 x 103) 6) (5 x 10-3)(1.1 x 106)

26 x 10-7 5.5 x 103
2.6 x 10-6

Station 4 A
Answer Key

1)  2 x 105 à 6 x 106 3) 1.5 x 105 à 6 x 108
2 x 3 = 6 1.5 x 4 = 6
105 x 10 = 106 105 x 103 = 108
Scale Factor: 30 Scale Factor: 4000
2) 9 x 107 à 1.8 x 108 4) 6 x 1012 à 6 x 1011

9 x 0.2 = 1.8 6 x 1 = 6
107 x 10 = 108 1012 x 10-1 = 1011
Scale Factor: 2 Scale Factor: 0.1

Dariel: 4 x 101 minutes
Ben: 1 x 102 minutes (Divide by 6 x 101 to convert time from seconds.)
Dariel completed the puzzle faster.
To Nind the scale factor: 4 x 101 à 10 x 101
Ben took 2.5 times as long to complete the puzzle.

Station 5 A
Answer Key

8 −9
9
1) ×10 4) 4 ×10
2
6 ×10 8 ×10 3

1.5 x 106 0.5 x 10-12
5 x 10-13

−4 3
2) 7 ×10 −8 5) 1.1×10
1.4 ×10 5.5 ×10 −5

5 x 104 0.2 x 108
2 x 107

1×10 7 1.2 ×1011
3)
3
6)
4 ×10 3×10 6

0.25 x 104 0.4 x 105
2.5 x 103 4 x 104


Station 6 A
Answer Key
notation.

1)  (1.7 x 106) + (4.4 x 106) 4) (7.6 x 106) – (7.2 x 106)
6.1 x 106 0.4 x 106
4 x 105
2) (5.6 x 10-5) - (1.4 x 10-5) 5) (9 x 10-13) + (6 x 10-14)

4.2 x 10-5 (9 x 10-13) + (0.6 x 10-13)
9.6 x 10-13
3) (9.5 x 108) + (4.5 x 108) 6) (8.2 x 107) – (3 x 106)

14 x 108 (8.2 x 107) – (0.3 x 107)
1.4 x 109 7.9 x 107


Extension Questions – Answer Key A

3×10 8
+
(3.5 ×10 ) ( 4 ×10 )
11 −7
7 ×10 −4
14 ×10 4
3×10 + 8
7 ×10 −4
= ( 3×10 8
) + ( 2 ×10 8
) = 5 ×10 8

(2.4 ×10 ) (3×10 ) (1.5 ×10 )

9 −7 −11
10.8 ×10 −9
1.08 ×10 −8

equivalent to 1.
Student responses will vary.
Sample Answer:
(1×10 ) (2 ×10 )
3 2
2 ×10 5

Station 1 B
Answer Key
1)  7.1 x 108 3) 1.005 x 10-6
710,000,000 0.000001005

2) 9.035 x 105 4) 3 x 10-2
903,500 0.03

5)  0.00027 7) 5,000
2.7 x 10-4 5 x 103
6) 30,400,000 8) 0.00902
3.04 x 107 9.02 x 10-3

Neither of the girls were correct. Jessie forgot to make
the signiNicant digits at least 1 and less than 10. Neha
used the wrong exponent. It should be 1.48 x 10-4.

Station 2 B
Answer Key

2 x 10-6 2 x 10-2 2 x 103 2 x 108

2 x 108 because there are millions.
2) Length of pencil (meters)
2 x 10-2 because it is a fraction of a meter.
3) Perimeter of school building (feet)
2 x 103 because a couple thousand feet is accurate for the perimeter of a
large building.
4) Nitrogen Dioxide in the air (%)
2 x 10-6 because it is not one of the top compounds in the air. There is a
very small amount.

5)  -8 x 108, 8 x 1018, -8 x 10-18, 8 x 108, 8 x 10-8
-8 x 108, -8 x 10-18, 8 x 10-8, 8 x 108, 8 x 1018
6)  3 x 107, -2 x 104, 1 x 10-9, -5 x 10-6, -8 x 1011

-8 x 1011, -2 x 104, -5 x 10-6, 1 x 10-9, 3 x 107
Station 3 B
Answer Key

1)  (5 x 103)(4.1 x 108) 4) (7.2 x 10-2)(3 x 105)
20.5 x 1011 21.6 x 103
2.05 x 1012 2.16 x 104
2 x 1012 2 x 104
2) (3 x 10-2)(3 x 10-7) 5) (1.4 x 10-11)(8 x 10-2)

9 x 10-9 11.2 x 10-13
1.12 x 10-12
1 x 10-12

3) (6.5 x 10-10)(4 x 103) 6) (5 x 10-3)(1.1 x 106)
26 x 10-7 5.5 x 103
2.6 x 10-6 6 x 103
3 x 10-6

Station 4 B
Answer Key

1)  2 x 105 à 6 x 106 3) 1.5 x 105 à 6 x 108
2 x 3 = 6 1.5 x 4 = 6
105 x 10 = 106 105 x 103 = 108
Scale Factor: 30 Scale Factor: 4000
2) 9 x 107 à 1.8 x 108 4) 6 x 1012 à 6 x 1011

9 x 0.2 = 1.8 6 x 1 = 6
107 x 10 = 108 1012 x 10-1 = 1011
Scale Factor: 2 Scale Factor: 0.1

Dariel: 4 x 101 minutes
Ben: 1 x 102 minutes (Divide by 6 x 101 to convert time from seconds.)
Dariel completed the puzzle faster.
To Nind the scale factor: 4 x 101 à 10 x 101
Ben took 2.5 times as long to complete the puzzle.

Station 5 B
Answer Key

8 −9
9
1) ×10 4) 4 ×10
2
6 ×10 8 ×10 3

1.5 x 106 0.5 x 10-12
2 x 106 5 x 10-13

−4 3
2) 7 ×10 −8 5) 1.1×10
1.4 ×10 5.5 ×10 −5

5 x 104 0.2 x 108
2 x 107

1×10 7 1.2 ×1011
3)
3
6)
4 ×10 3×10 6

0.25 x 104 0.4 x 105
2.5 x 103 4 x 104
3 x 103

Station 6 B
Answer Key
notation.

1)  (1.7 x 106) + (4.4 x 106) 4) (7.6 x 106) – (7.2 x 106)
6.1 x 106 0.4 x 106
4 x 105
2) (5.6 x 10-5) - (1.4 x 10-5) 5) (9 x 10-13) + (6 x 10-14)

4.2 x 10-5 (9 x 10-13) + (0.6 x 10-13)
9.6 x 10-13
1 x 10-12
3) (9.5 x 108) + (4.5 x 108) 6) (8.2 x 107) – (3 x 106)

14 x 108 (8.2 x 107) – (0.3 x 107)
1.4 x 109 7.9 x 107
8 x 107

Extension Questions – Answer Key B

3×10 8
+
(3.5 ×10 ) ( 4 ×10 )
11 −7
7 ×10 −4
14 ×10 4
3×10 + 8
7 ×10 −4
= ( 3×10 8
) + ( 2 ×10 8
) = 5 ×10 8

(2.4×10 )(3×10 )(1.5×10 )

9 −7 −11
10.8×10−9
1.08×10−8
1×10−8

equivalent to 1.
Student responses will vary.
Sample Answer:
(1×10 ) (2 ×10 )
3 2
2 ×10 5

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Expressions and Equations

Stations: All Things

6) 30,400,000 8) 0.00902

© Free to Discover (Amanda Nix) – 2015

2) Length of pencil (meters)

3) Perimeter of school building (feet)

4) Nitrogen Dioxide in the air (%)

Order each set of numbers from least to greatest:

6) 3 x 107, -2 x 104, 1 x 10-9, -5 x 10-6, -8 x 1011

© Free to Discover (Amanda Nix) – 2015

2) (3 x 10-2)(3 x 10-7) 5) (1.4 x 10-11)(8 x 10-2)

3) (6.5 x 10-10)(4 x 103) 6) (5 x 10-3)(1.1 x 106)

© Free to Discover (Amanda Nix) – 2015

2) 9 x 107 à 1.8 x 108 4) 6 x 1012 à 6 x 1011

© Free to Discover (Amanda Nix) – 2015

© Free to Discover (Amanda Nix) – 2015

2) (5.6 x 10-5) - (1.4 x 10-5) 5) (9 x 10-13) + (6 x 10-14)

3) (9.5 x 108) + (4.5 x 108) 6) (8.2 x 107) – (3 x 106)

© Free to Discover (Amanda Nix) – 2015

© Free to Discover (Amanda Nix) – 2015

© Free to Discover (Amanda Nix) – 2015

Simplify the following expression without converting to standard form:

(2.4 ×10 ) (3×10 ) (1.5 ×10 )

© Free to Discover (Amanda Nix) – 2015

© Free to Discover (Amanda Nix) – 2015

6) 3 x 107, -2 x 104, 1 x 10-9, -5 x 10-6, -8 x 1011

2) (3 x 10-2)(3 x 10-7) 5) (1.4 x 10-11)(8 x 10-2)

3) (6.5 x 10-10)(4 x 103) 6) (5 x 10-3)(1.1 x 106)

© Free to Discover (Amanda Nix) – 2015

2) 9 x 107 à 1.8 x 108 4) 6 x 1012 à 6 x 1011

© Free to Discover (Amanda Nix) – 2015

© Free to Discover (Amanda Nix) – 2015

2) (5.6 x 10-5) - (1.4 x 10-5) 5) (9 x 10-13) + (6 x 10-14)

3) (9.5 x 108) + (4.5 x 108) 6) (8.2 x 107) – (3 x 106)

© Free to Discover (Amanda Nix) – 2015

Simplify the following expression without converting to standard form:

(2.4 ×10 ) (3×10 ) (1.5 ×10 )

Student responses will vary.

© Free to Discover (Amanda Nix) – 2015

© Free to Discover (Amanda Nix) – 2015

6) 3 x 107, -2 x 104, 1 x 10-9, -5 x 10-6, -8 x 1011

2) (3 x 10-2)(3 x 10-7) 5) (1.4 x 10-11)(8 x 10-2)

© Free to Discover (Amanda Nix) – 2015

2) 9 x 107 à 1.8 x 108 4) 6 x 1012 à 6 x 1011

© Free to Discover (Amanda Nix) – 2015

© Free to Discover (Amanda Nix) – 2015

2) (5.6 x 10-5) - (1.4 x 10-5) 5) (9 x 10-13) + (6 x 10-14)

3) (9.5 x 108) + (4.5 x 108) 6) (8.2 x 107) – (3 x 106)

© Free to Discover (Amanda Nix) – 2015

Simplify the following expression without converting to standard form:

(2.4×10 )(3×10 )(1.5×10 )

Student responses will vary.

© Free to Discover (Amanda Nix) – 2015

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6)  30,400,000 8) 0.00902

2)  Length of pencil (meters)

3)  Perimeter of school building (feet)

4)  Nitrogen Dioxide in the air (%)

6)  3 x 107, -2 x 104, 1 x 10-9, -5 x 10-6, -8 x 1011

2)  (3 x 10-2)(3 x 10-7) 5) (1.4 x 10-11)(8 x 10-2)

3)  (6.5 x 10-10)(4 x 103) 6) (5 x 10-3)(1.1 x 106)

2)  9 x 107 à 1.8 x 108 4) 6 x 1012 à 6 x 1011

2)  (5.6 x 10-5) - (1.4 x 10-5) 5) (9 x 10-13) + (6 x 10-14)

3)  (9.5 x 108) + (4.5 x 108) 6) (8.2 x 107) – (3 x 106)

6)  3 x 107, -2 x 104, 1 x 10-9, -5 x 10-6, -8 x 1011

6)  3 x 107, -2 x 104, 1 x 10-9, -5 x 10-6, -8 x 1011