*For example, estimate the population of the United States as 3 × and the population of the world as 7 × , and determine that the world population is more than 20 times larger.*

**Subject Area:**Mathematics

**Grade:**8

**Domain-Subdomain:**Expressions & Equations

**Cluster:**Level 1: Recall

**Cluster:**Work with radicals and integer exponents. (Major Cluster) -

Clusters should not be sorted from Major to Supporting and then taught in that order. To do so would strip the coherence of the mathematical ideas and miss the opportunity to enhance the major work of the grade with the supporting clusters.

**Date Adopted or Revised:**02/14

**Date of Last Rating:**02/14

**Status:**State Board Approved

**Assessed:**Yes

**Assessment Limits :**N/A

**Calculator :**No

**Context :**Allowable

**Test Item #:**Sample Item 1**Question:**The average mass of a giraffe is approximately kilograms. The average mass of a blue whale is approximately .

About how many times more mass does a blue whale have than a giraffe?

**Difficulty:**N/A**Type:**EE: Equation Editor

**Test Item #:**Sample Item 2**Question:**The average mass of an ant is approximately grams. The average mass of a giraffe is approximately kilograms.

About how many times more mass does a giraffe have than an ant?

**Difficulty:**N/A**Type:**EE: Equation Editor

## Related Courses

## Related Access Points

^{8}).

## Related Resources

## Assessments

## Formative Assessments

## Lesson Plan

## Problem-Solving Tasks

## Student Center Activity

## MFAS Formative Assessments

Students are given pairs of numbers written in scientific notation and are asked to compare them multiplicatively.

Students are asked to estimate an extremely large and an extremely small number by writing it in the form *a* x .

Students are given pairs of numbers written in exponential form and are asked to compare them multiplicatively.

Students are given pairs of numbers written in the form of an integer times a power of 10 and are asked to compare the numbers in each pair using the inequality symbols.

## Student Resources

## Problem-Solving Task

The goal of this task is to give students a context to investigate large numbers and measurements. Students need to fluently convert units with very large numbers in order to successfully complete this task. The total number of pennies minted either in a single year or for the last century is phenomenally large and difficult to grasp. One way to assess how large this number is would be to consider how far all of these pennies would reach if we were able to stack them one on top of another: this is another phenomenally large number but just how large may well come as a surprise.

Type: Problem-Solving Task

## Student Center Activity

Students can practice answering mathematics questions on a variety of topics. With an account, students can save their work and send it to their teacher when complete.

Type: Student Center Activity

## Parent Resources

## Problem-Solving Tasks

The goal of this task is to give students a context to investigate large numbers and measurements. Students need to fluently convert units with very large numbers in order to successfully complete this task. The total number of pennies minted either in a single year or for the last century is phenomenally large and difficult to grasp. One way to assess how large this number is would be to consider how far all of these pennies would reach if we were able to stack them one on top of another: this is another phenomenally large number but just how large may well come as a surprise.

Type: Problem-Solving Task

In this problem students are comparing a very small quantity with a very large quantity using the metric system. The metric system is especially convenient when comparing measurements using scientific notations since different units within the system are related by powers of ten.

Type: Problem-Solving Task