standard_description: 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. For example, estimate the population of the United States as 3 × 108 and the population of the world as 7 × 109, and determine that the world population is more than 20 times larger.
problem_activity: Narrative
The purpose of this activity is for students to write numbers between 95 and 120. Groups create posters that show a drawing of how they counted their animal measurements from the last activity. Groups should not write a number for the final measurement on the poster. Students do a gallery walk to interpret each representation and record the count with a number in their workbooks. Group members then compare their counts and written numbers.
When students look at the different representations and determine the length of each animal, they may notice that the representation may help to accurately find the value. For example, students may draw groups of 10 cubes rather than every individual cube (MP7).
This activity uses
MLR7 Compare and Connect
. Advances:
representing, conversing.
Required Materials
Materials to Gather
Tools for creating a visual display
Launch
Groups of 3
Give each group tools for creating a visual display.
Activity
MLR7 Compare and Connect
“Create a poster to show how you counted the cubes you used to measure the length of the animal in the measuring animals activity. Do not write the number of cubes your animal measured on your poster.”
5 minutes: group work time
“Now we will do a gallery walk to see different representations of your measurements. As you look at each poster, use the representation to determine the length of the animal. Write the number of cubes that represents its length in your book.”
7 minutes: gallery walk
Student Facing
For each animal, write the number of cubes that represent its length.
The beaver is ______________________ long.
The dog is ______________________ long.
The giant anteater is ______________________ long.
The raccoon is ______________________ long.
The red fox is ______________________ long.
The snake is ______________________ long.
[IMG]
Student Response
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Activity Synthesis
Display the snake and giant anteater posters.
“How do I write the number that represents the length of the snake?”
“Where do you see 100 in this poster? Where do you see 5?”
Repeat for giant anteater.


aligns: no