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South Carolina ETV
1101 George Rogers Boulevard
Columbia, SC 29201-4761
Phone: 803-737-3545

Living in Base Ten (Grades 6-8)

Master Teacher

Jody Penland

Overview

The students will gain an understanding of scientific notation and the structure of the metric system. Prior to this lesson the students will have been previously exposed to exponents. The students will also have worked with place value and the basics of the metric system.

ITV Series

Math Vantage: Patterns, Program #2, "Patterns with Ten"

Learning Objectives

Students will be able to:

• relate metrics to the base ten system
• convert metrics between prefixes
• write equivalent relationships using scientific notation

Materials

• Activity 1 (student viewing sheet)
• Activity 2 (student worksheet)
• Children's literature books How Much Is a Million? by David M. Schwartz and How Big Is a Foot? by Rolf Myller

SC Math/Science Standards Met:

Grade 6 Measurement B 1

Grade 7 Number & Numeration Systems B 2

Number & Numeration Systems C 1

Measurement D & E

Grade 8 Number & Numeration Systems C
Measurement D

Vocabulary

Metric prefixes—

kilo-
hecto-
deka-
deci-
centi-
milli-

Previewing Activities

1. Read How Much Is a Million? to the students and introduce the need for scientific notation.

2. Take the number one million and insert a decimal at various places in the number. Have the students discuss what happens to the value of the number. Have students discuss patterns in the relationship between the values and the number of places the decimal is moved.

Focus for Viewing

Using Activity 1, give students a specific responsibility while viewing by asking them to look for the different places where the base ten system is used. Also, ask them to look for a reason(s) why we have the base ten system and for the value assigned to the metric prefixes discussed.

Viewing Activities

Have the students complete the rest of the questions on the worksheet as the video plays. Stop the video as you are watching to emphasize points on the sheet and to insure comprehension.

Stop the video after the powers of 10 are displayed for place value to the left of the decimal. Make sure students understand the powers of ten for the place value to the left of the decimal.

Start video and let it play for a few seconds until the powers of ten are displayed for the place value to the right of the decimal. Stop again to ensure the students understand the negative exponents.

Press play and let the video play until the girl is talking about metric prefixes. Pause the video after the prefixes have been displayed in a blue box to the right of the girl's head. While video is paused, discuss the prefixes and what each prefix represents.

Press play until video segment is complete.

Post-Viewing Activities

1. Go over Activity 1 and discuss the questions and answers.

2. Have students measure and compare their individual body proportions. Have the students measure around the wrist and the neck. (Twice around the wrist is once around the neck.)

3. Give students Activity 2 and have them measure and convert in metrics then rewrite into scientific notation.

Extensions

1. English/Language Arts: Students can read How Big Is a Foot?

2. Science: Have students study the metric system so they can weigh in grams, measure in meters, and determine volume in liters.

3. Art: Students can use the metric system in measuring instead of the inch-pound system.

Activity Sheets (PDF)

• Activity Sheet 1
• Activity Sheet 2