**Title:** Let's Get SCIENTIFIC with Numbers!

**Description:**
Using calculators, students will write and interpret large and small numbers using scientific and calculator notation. This exploration will also help students to develop an understanding of the ways exponents are used in writing and multiplying large and small numbers using scientific notation.
**Standard(s): **

[MA2015] (8) 6: 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 (e.g., use millimeters per year for seafloor spreading). Interpret scientific notation that has been generated by technology. [8-EE4]

**Subject:**Mathematics (8)

**Title:**Let's Get SCIENTIFIC with Numbers!

**Description:**Using calculators, students will write and interpret large and small numbers using scientific and calculator notation. This exploration will also help students to develop an understanding of the ways exponents are used in writing and multiplying large and small numbers using scientific notation.

**Title:** Making Your First Million

**Description:**
In this lesson, one of a multi-part unit from Illuminations, students attempt to identify the concept of a million by working with smaller numerical units, such as blocks of 10 or 100, and then expanding the idea by multiplication or repeated addition until a million is reached. Additionally, they use critical thinking to analyze situations and to identify mathematical patterns that enable them to develop the concept of very large numbers.
**Standard(s): **

[MA2015] (8) 6: 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 (e.g., use millimeters per year for seafloor spreading). Interpret scientific notation that has been generated by technology. [8-EE4]

**Subject:**Mathematics

**Title:**Making Your First Million

**Description:**In this lesson, one of a multi-part unit from Illuminations, students attempt to identify the concept of a million by working with smaller numerical units, such as blocks of 10 or 100, and then expanding the idea by multiplication or repeated addition until a million is reached. Additionally, they use critical thinking to analyze situations and to identify mathematical patterns that enable them to develop the concept of very large numbers.

**Thinkfinity Partner:**Illuminations

**Grade Span:**3,4,5,6,7,8

**Title:** Cell Size and Scale

**Description:**
This tool from Science NetLinks shares a simple interactive from the University of Utah's Genetic Science Learning Center that gives students the opportunity to see how various small things compare to one another.
**Standard(s): **

[MA2015] (8) 6: 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 (e.g., use millimeters per year for seafloor spreading). Interpret scientific notation that has been generated by technology. [8-EE4]

**Subject:**Mathematics

**Title:**Cell Size and Scale

**Description:**This tool from Science NetLinks shares a simple interactive from the University of Utah's Genetic Science Learning Center that gives students the opportunity to see how various small things compare to one another.

**Thinkfinity Partner:**Science NetLinks

**Grade Span:**6,7,8,9,10,11,12

**Title:** Travel in the Solar System: Lesson 1

**Description:**
In this lesson, one of a multi-part unit from Illuminations, students consider the amount of time that space travelers must spend on their journey. Students improve their concept of time and distance.
**Standard(s): **

[MA2015] (8) 7: Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways. [8-EE5]

**Subject:**Mathematics,Science

**Title:**Travel in the Solar System: Lesson 1

**Description:**In this lesson, one of a multi-part unit from Illuminations, students consider the amount of time that space travelers must spend on their journey. Students improve their concept of time and distance.

**Thinkfinity Partner:**Illuminations

**Grade Span:**6,7,8

**Title:** How Much is a Million?

**Description:**
This lesson focuses students on the concept of 1,000,000. It allows students to see first-hand the sheer size of a million while at the same time providing students with an introduction to sampling and its use in mathematics. Students will use grains of rice and a balance to figure out the approximate volume and mass of 1,000,000 grains of rice.
**Standard(s): **

[MA2015] (8) 6: 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 (e.g., use millimeters per year for seafloor spreading). Interpret scientific notation that has been generated by technology. [8-EE4]

**Subject:**Language Arts,Mathematics

**Title:**How Much is a Million?

**Description:**This lesson focuses students on the concept of 1,000,000. It allows students to see first-hand the sheer size of a million while at the same time providing students with an introduction to sampling and its use in mathematics. Students will use grains of rice and a balance to figure out the approximate volume and mass of 1,000,000 grains of rice.

**Thinkfinity Partner:**Illuminations

**Grade Span:**6,7,8

**Title:** Numbers and Language

**Description:**
In this five-lesson unit, from Illuminations, students participate in activities in which they focus on the role of numbers and language in real-world situations. Students discuss, describe, read, and write about numbers they find in familiar real-world situations. An emphasis on using components of language helps students build a broader vocabulary of numbers than the traditional symbolic representation of numbers.
**Standard(s): **

[ELA2015] (8) 19: By the end of the year, read and comprehend literary nonfiction at the high end of the
Grades 6-8 text complexity band independently and proficiently. [RI.8.10]

**Subject:**Language Arts,Mathematics

**Title:**Numbers and Language

**Description:**In this five-lesson unit, from Illuminations, students participate in activities in which they focus on the role of numbers and language in real-world situations. Students discuss, describe, read, and write about numbers they find in familiar real-world situations. An emphasis on using components of language helps students build a broader vocabulary of numbers than the traditional symbolic representation of numbers.

**Thinkfinity Partner:**Illuminations

**Grade Span:**K,PreK,1,2,3,4,5,6,7,8