standard_description: Perform operations with numbers expressed in scientific notation, including problems where both decimal and scientific notation are used. Use scientific notation and choose units of appropriate size for measurements of very large or very small quantities (e.g., use millimeters per year for seafloor spreading). Interpret scientific notation that has been generated by technology.
problem_activity: Narrative
The purpose of this How Many Do You See is to allow students to use place value language to describe the value of the base-ten blocks they see. Students may provide answers that indicate the number of blocks they see, while others may indicate the value of the blocks.
If students do not bring it up, ask about the value of the blocks.
Launch
Groups of 2
“How many do you see? How do you see them?”
Display image.
1 minute: quiet think time
Activity
Display image.
“Discuss your thinking with your partner.”
1 minute: partner discussion
Record responses.
Student Facing
How many do you see? How do you see them?
[IMG]
Student Response
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Activity Synthesis
“What amount do the blocks represent?”
“What relationships do you notice between the blocks?”


aligns: no