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# Name

Date

Chapter Support

Parents as Partners
For use with Chapter 4

Chapter Overview One way you can help your student succeed in Chapter 4 is by discussing the standards in the chart below. When a lesson is completed, ask your student the following questions. What were the goals of the lesson? What new words and formulas did you learn? How can you apply the ideas of the lesson to your life?

## Lesson Title and California Standards

4.1: Integer Powers of Ten NS 1.1 Read, write, and compare rational numbers in scientific notation (positive and negative powers of 10), compare rational numbers in general. NS 2.1 Understand negative whole-number exponents. Multiply and divide expressions involving exponents with a common base. AF 2.1 Interpret positive whole-number powers as repeated multiplication and negative whole-number powers as repeated division or multiplication by the multiplicative inverse. Simplify and evaluate expressions that include exponents. 4.2: Scientific Notation NS 1.1 4.3: Zero and Negative Exponents NS 1.2 Add, subtract, multiply, and divide rational numbers (integers, fractions, and terminating decimals) and take positive rational numbers to whole-number powers. NS 2.1 AF 2.1 4.4: Finding and Approximating Square Roots NS 2.4 Use the inverse relationship between raising to a power and extracting the root of a perfect square integer; for an integer that is not square, determine without a calculator the two integers between which its square root lies and explain why. 4.5: Simplifying Square Roots NS 2.4 4.6: Rational and Irrational Numbers NS 1.4 Differentiate between rational and irrational numbers.

Key Applications
Strobe Lights Bridge Population

## Copyright by McDougal Littell, a division of Houghton Mifin Company.

Amusement Parks Arts and Crafts Home Decorating Roadways Fire Towers Walking Speed Escape Velocity Waves Floor Dimensions Decorating

Know How to Take Notes Preview the Chapter Encourage your student to look at the content of the chapter he or she is about to study. They should outline what they already know about the topic in their notes. Additions to the notes can be made as more things are learned. 1

## California Math, Course 2 Chapter 4 Resource Book

Chapter Support

Name

Date

Parents as Partners
For use with Chapter 4

continued

Key Ideas Your student can demonstrate understanding of key concepts by working through the following exercises with you.

Lesson
4.1 4.2

Exercise
Write each distance as a power of 10 expressed in kilometers. a. 10,000,000 km b. 1 km c. 0.001 km Scientists believe that comets come from a cloud of ice and dust orbiting the sun 1.6 1013 kilometers away. Write this number in standard form. Comets are believed to have tails that are more than 100 million kilometers long. Write this number in scientific notation. Evaluate the expression. a. 2
6

4.3

b.
}

140
}

c.

2 d. 1 } 2 7

4.4

49
}

b. 67

c. 139
} }

d.

} 196
121

4.5

## Simplify the expression. a. 99 b. 12 20

21 c. }

144

4.6

Graph the pair of numbers on a number line. Then complete the statement with , or .
Copyright by McDougal Littell, a division of Houghton Mifin Company.

a. 75

b.

13

170

c. 7.5

55

Home Involvement Activity Directions: Locate information about space and Earth. Compare the distances across the country and around the world to the distances from Earth to the moon and from Earth to the sun, or other planets. Write the distances in scientific notation.

## b. 1.0 4.5: a. 3 11 4.1: a. 107 km b. 100 km c. 10

108

13.04

170
}

1 4.3: a. }

b. 415

13.02

64

b.

21 c. } 12

13.00

13

c.

4.6: a.

;
}

km 4.2: 16,000,000,000,000;

1 81

c.
8.2

343 d. }

7.40

8.4

55

7.42 8.6

4.4: a.

75

7.44 8.8

7.46

b. 8

9.0

7.48 9.2

c. 12 d.

7.50

7.5

7.52

11 14