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: Warm-up
The purpose of this warm-up is to familiarize students with one of the central graphical representations they will be working with in the lesson. As students notice and wonder, they have the opportunity to reason abstractly and quantitatively if they consider the situation the graph represents (MP2).
Launch
Tell students they will look at a graph, and their job is to think of at least one thing they notice and at least one thing they wonder about the picture. Display the graph for all to see and give 1 minute of quiet think time. Ask students to give a signal when they have noticed or wondered about something.
Student Facing
What do you notice? What do you wonder?
[IMG]
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Activity Synthesis
Ask students to share things they noticed and wondered about the graph. Record and display these ideas for all to see. For each of the things students notice and wonder, ask them to reference the graph in their explanation. If no one notices that at every distance from the starting line, there are two associated times (except at 200 meters), bring that to their attention.
If there is time, ask students to make some estimations or guesses for the wonders that refer to the information in the graph. For example, if someone wonders what the title of the graph may be, ask them to create a title that would make sense for this context.


aligns: no