70 = 1 Students understand this relationship from examples such as 62/62. This expression (#56, 57, 60) could be simplified as 36/36 = 1. Tasks: Using the laws of exponents, this expression could also be written as 62–2 = 60. Combining these gives 60 = 1. (32)(33) = (32+3) = 35 = 243 (42)3 = 42x3 = 46 Students recognize perfect squares and cubes, understanding that non-perfect squares Additional Resources: and cubes are irrational. They should also recognize that squaring a number and taking the square root of a number are inverse Correlated iReady Lessons operations; likewise for cubing and taking the Properties of Integer Exponents cube root. Square Roots and Cube Roots Scientific Notation ( Allow 2 week(s) for instruction, review and assessment ) Domain: Expressions and Equations Enduring Understandings: The following Glencoe & Holt lessons do Vocabulary: scientific notation Cluster: Work with radicals and integer not address expressing how many times as Real world situations involving exponential much one number written in scientific Writing in Math: relationships can be solved using multiple : Use numbers expressed in the form of a notation is than the other, so please refer Why are numbers expressed in scientific representations. single digit times an integer power of 10 to to some of the additional lessons and tasks notation more efficient? estimate very large or very small quantities, below. Essential Questions: and to express how many times as much one Why would you want to use scientific is than the other. Glencoe notation to compare very large or very small : Perform operations with numbers expressed 2-2B Scientific Notation p. 113 numbers? in scientific notation, including problems 2-2C Compute with Scientific Notation p.118 where both decimal and scientific notation are used. Use scientific notation and choose units
70 = 1 Students understand this relationship from examples such as 62/62. This expression could be simplified as 36/36 = 1. Using the laws of exponents, this expression could also be written as 62–2 = 60. Combining these gives 60 = 1. (32)(33) = (32+3) = 35 = 243 (42)3 = 42x3 = 46 Students recognize perfect squares and cubes, understanding that non-perfect squares and cubes are irrational. They should also recognize that squaring a number and taking the square root of a number are inverse operations; likewise for cubing and taking the cube root. (#56, 57, 60) Tasks: Additional Resources: Correlated iReady Lessons Properties of Integer Exponents Square Roots and Cube Roots Scientific Notation ( Allow 2 week(s) for instruction, review and assessment ) Domain: Expressions and Equations Cluster: Work with radicals and integer : Use numbers expressed in the form of a single digit times an integer power of 10 to estimate very large or very small quantities, and to express how many times as much one is than the other. : Perform operations with numbers expressed in scientific notation, including problems where both decimal and scientific notation are used. Use scientific notation and choose units Enduring Understandings: Real world situations involving exponential relationships can be solved using multiple representations. Essential Questions: Why would you want to use scientific notation to compare very large or very small numbers? The following Glencoe & Holt lessons do not address expressing how many times as much one number written in scientific notation is than the other, so please refer to some of the additional lessons and tasks below. Glencoe 2-2B Scientific Notation p. 113 2-2C Compute with Scientific Notation p.118 Vocabulary: scientific notation Writing in Math: Why are numbers expressed in scientific notation more efficient?