|Rating | Views||Title||Posted Date||Contributor||Common Core Standards||Grade Levels||Resource Type|
The idea of negative exponents and zero as an exponent is a problem that persists with students into a college calculus class. What is, for example, 2-4 and why? This activity is designed to help students to make sense of exponents from a real-world context. By the way, I plan to follow this up with an extension including rational exponents like 21/2.
||8.EE.A.1 6.EE.A.1 MP.1 MP.2 MP.3 MP.4 MP.6 MP.7 MP.8||6 7 HS 8||Activity|
Students (and adults) have a difficult time trying to grasp very large (and very small) numbers. This activity uses an interesting context (astronomical objects0 to stimulate their interest in modeling enormous distances in a way that can help them understand relative distances. Students naturally arrive at the need for a different kind of number scale than linear and arrive at a "power of ten" (logarithmic) scale. The lesson includes an extension for advanced students ready to begin to investigate logarithms.
||5.NBT.A.2 6.EE.A.1 8.EE.A.1 8.EE.A.3 HSF-BF.B.5 MP.1 MP.2 MP.3 MP.4 MP.5 MP.6 MP.7 MP.8||5 6 7 8 HS||Activity|