Getting Started 
Misconception/Error The student is unable to interpret scientific notation generated by technology. 
Examples of Student Work at this Level The student:
 Applies the exponent to the coefficient in the display, writing Â rather than Â for 4.22 E 5.
 Writes the coefficient without any decimal point, writing Â or with the decimal point in the wrong place as .
 Uses an incorrect power of 10, (e.g., writing ).
 Adds the positive exponent and/or subtracts the negative exponent from the coefficient, writing answers of 9.22 and 2.04.

Questions Eliciting Thinking What does scientific notation look like?
What do you think the â€śEâ€ť means in the calculator display?
Can you write the number shown in the display in scientific notation? 
Instructional Implications Review the form of scientific notation and show the student various ways technology might display a number in scientific notation. Explain features of the display such as â€śEâ€ť is an abbreviation for â€śexponentâ€ť and indicates the power of 10. Provide additional examples of scientific notation generated by technology and ask the student to write the numbers in conventional scientific notation.
Provide instruction on converting numbers from scientific notation to standard notation. Initially, ask the student to expand the power of 10 and then multiply the expansion by the coefficient. For example, to convert Â to standard notation, first guide the student to rewrite Â as 100,000 and then multiply 4.22 by 100,000. Show the student how to use properties of operations to find the product. For example, 4.22 x 100,000 = 4.22 x (100 x 1000) = (4.22 x 100) x 1000 = 422 x 1000 = 422,000. Then allow the student to use a calculator to quickly complete a number of conversions of numbers from scientific notation to standard notation. Ask the student to use the results to generalize a relationship between the power of 10 and the location of the decimal point and the number of digits of zero in the standard form of the number. Provide feedback. 
Making Progress 
Misconception/Error The student makes errors in converting from scientific notation to standard form. 
Examples of Student Work at this Level The student correctly writes the number in the calculator display in scientific notation but when converting this number to standard notation, the student:
 Writes the number of zeroes equivalent to the exponent within the number.
 Reverses the meaning of positive and negative exponents when changing to standard notation.
 Uses the negative from the exponent as a negative sign for the entire number, writing 8,040,000 for .

Questions Eliciting Thinking How did you convert Â to standard notation?
How did you convert Â to standard notation?
What does a positive exponent mean? What is ?
What does a negative exponent mean? What is ? 
Instructional Implications Provide instruction on converting numbers from scientific notation to standard notation. Initially, ask the student to expand the power of 10 and then multiply the expansion by the coefficient. For example, to convert Â to standard notation, first guide the student to rewrite Â as 100,000 and then multiply 4.22 by 100,000. Show the student how to use properties of operations to find the product. For example, 4.22 x 100,000 = 4.22 x (100 x 1000) = (4.22 x 100) x 1000 = 422 x 1000 = 422,000. Then allow the student to use a calculator to quickly complete a number of conversions of numbers from scientific notation to standard notation. Ask the student to use the results to generalize a relationship between the power of 10 and the location of the decimal point and the number of digits of zero in the standard form of the number. Provide feedback.
Consider implementing other MFAS tasks aligned to 8.EE.1.3 and 8.EE.1.4. Each task worksheet is editable, so numbers can be changed and tasks implemented again at a later time. 
Got It 
Misconception/Error The student provides complete and correct responses to all components of the task. 
Examples of Student Work at this Level The student correctly interprets scientific notation generated by technology and converts the number to standard notation. For the first problem, the student writes: . For the second problem, the student writes: .

Questions Eliciting Thinking Will every scientific calculator display look the same? How is the display on your calculator alike or different from that shown on the worksheet?
How can you enter a number in scientific notation into your calculator?
How can you convert between standard and scientific notation on your calculator? 
Instructional Implications Expose the student to scientific notation generated by a variety of calculators and technology resources. Have the student determine how to switch between scientific and standard notation on his or her calculator. Encourage the student to explore the limits of his or her calculator to determine when results of calculations are automatically displayed in scientific notation. If the studentâ€™s calculator uses â€śEâ€ť for both â€śerrorâ€ť and â€śexponentâ€ť, be sure the student understands how to distinguish the difference depending on context. 