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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.
- Assessment Limits :
N/A
- Calculator :
No
- Context :
Allowable
- Test Item #: Sample Item 1
- Question:
What is the sum of
and 
? - Difficulty: N/A
- Type: EE: Equation Editor
- Test Item #: Sample Item 2
- Question:
An expression is shown.
Which expression is equivalent?
- Difficulty: N/A
- Type: MC: Multiple Choice
Related Courses
Related Access Points
Related Resources
Assessments
Formative Assessments
Lesson Plans
Problem-Solving Tasks
Student Center Activity
Tutorials
MFAS Formative Assessments
Students are given word problems with numbers in both standard and scientific notation and asked to solve problems using various operations.
Students are given examples of calculator displays and asked to convert the notation in the display to both scientific notation and standard form.
Students are asked to multiply and divide numbers given in scientific notation in real-world contexts.
Students are asked to add and subtract numbers given in scientific notation in real-world contexts.
Student 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
The student is asked to perform operations with numbers expressed in scientific notation to decide whether 7% of Americans really do eat at Giantburger every day.
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
Tutorials
This video demonstrates multiplying in scientific notation.
Type: Tutorial
This example demonstrates mathematical operations with scientific notation used to solve a word problem.
Type: Tutorial
This video demonstrates a scientific notation word problem involving division.
Type: Tutorial
This is an example showing how to simplify an expression into scientific notation.
Type: Tutorial
Scientific notation is used to conveniently write numbers that require many digits in their representations. How to convert between standard and scientific notation is explained in this tutorial.
Type: Tutorial
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
This task requires students to work with very large and small values expressed both in scientific notation and in decimal notation (standard form). In addition, students need to convert units of mass. The solution below converts the mass of humans into grams; however, we could just as easily converted the mass of ants into kilograms. Students are unable to go directly to a calculator without taking into account all of the considerations mentioned above. Even after converting units and decimals to scientific notation, students should be encouraged to use the structure of scientific notation to regroup the products by extending the properties of operations and then use the properties of exponents to more fluently perform the calculations involved rather than rely heavily on a calculator.
Type: Problem-Solving Task
The student is asked to perform operations with numbers expressed in scientific notation to decide whether 7% of Americans really do eat at Giantburger every day.
Type: Problem-Solving Task
