1. QUARTER 1: REAL NUMBER SYSTEM, TOPIC: SCIENTIFIC NOTATION TIME FRAME: 5 DAYS
MEASUREMENT AND SCIENTIFIC
CONTENT STANDARD: PERFORMANCE STANDARD:
The learner demonstrates understanding of the key concepts of scientific The learner formulates real-life problems involving scientific notation and solves
notation. these using a variety of strategies.
ESSENTIAL UNDERSTANDING(S): ESSENTIAL QUESTION(S):
Big and small quantities can be expressed conveniently in scientific notation. Why are measures of certain quantities expressed in scientific notation? How?
PRIOR KNOWLEDGE: TRANSFER GOAL(S):
Possible Misunderstandings/Anticipated Misconceptions. Use scientific notation in solving problems in real-life situation.
Some misconceptions of students may include:
a. not all numbers can be expressed in scientific notation. Astronomy
b. all big numbers are difficult to express in scientific notation.
c. steps are needed to convert numbers in scientific notation.
d. it is difficult to solve problems involving scientific notation.
e. there are no uses of scientific notation in real life situation.
THE LEARNER WILL KNOW: THE LEARNER WILL BE ABLE TO:
a. numbers that are expressed in scientific notation. a. express numbers in scientific notation and vice-versa.
b. real-life measures where scientific notation is applied. b. solve real-life problems involving scientific notation.
c. the application of scientific notation to different disciplines. c. cite real-life situation where scientific notation is applied.
d. formulate and solve real-life problems involving scientific notation.
Product or Performance Task: Evidence at the level of understanding Evidence at the level of performance
Learner should be able to demonstrate understanding Assessment of problems formulated based on the
You are an architect employed in the museum. Your of the scientific notation using the six facets of following suggested criteria:
goal is to design a model of solar system. You were understanding:
asked to construct a scale model including the  real-life problems
distance of each planet in the solar system using Explaining: How big and small quantities are  problems involve real numbers using
units in short distances. Your purpose is to create a expressed in scientific notation. scientific notation
scale model of the solar system. The audiences are Criteria:  problems are solved using a variety of
the owner and visitors of the museum that will Thorough strategies
2. scrutinize your suggestions. Scientific is very useful Accurate Tools: Rubrics for assessment of problems
in the field of astronomy. Most distances of the Justified formulated and solved.
planets to the sun involved very large numbers,
that’s why they need to use a system to express these Interpreting meaning of scientific notation by
large numbers into simple ones. considering the size of atom, distances of planets,
Applying a variety of techniques in posing and
solving daily life problems involving very large or
very small numbers expressed in scientific notation.
Manifesting self-knowledge by showing the
usefulness of scientific notation in solving a
Showing empathy to persons who encounter
difficulties in expressing big and small quantities.
Developing perspective on other ways to express
big and small numbers.
Teaching/Learning Sequence: Use of three I’s
INTRODUCTION OF ESSENTIAL QUESTION:
1. Give the students a set of questions whose numbers require the use of scientific notation. Ask: How can we best answer these questions? Call some students
to answer the questions.
a. How many votes did Noynoy Aquino get in the Presidential election? How about Estrada?
b. How far is the sun from earth?
c. Which planet is nearest and farthest to the sun? What are the distances of these planets?
d. What is the size of an atom?
e. What kind of numbers where involved in your answers? Is there any other way to simplify these numbers?
f. Why are measures of certain quantities expressed in scientific notation? How?
2. Challenge the students to give other examples of big and small numbers and convert into scientific notation. Invite them to write their answers on the board.
Then say, from the example you have cited, “How useful are scientific notation?” Give time for students to answer the question and invite some to share
their answers to the class.
3. Say, in the activities that we will be done we will learn more about scientific notation and their usefulness.
4. INTERACTION WITH DIFFERENT RESOURCES TO ANSWER EQ:
4. Writing big numbers with a long string of zeros is taxing. Similarly, writing small numbers with so many zeros after the decimal point is time consuming. To
rewrite numbers in a more concise form, we have to use the scientific notation of a number. How is this done? In Activity 1, let the students answer the exercises.
Ask: How did you find the n in the activity? What are the steps you use to get the value of n?
5. Each of these numbers is written using scientific notation. What can you say about the magnitudes of the first factor? How about the exponents of the second
factor? How will you write 0.000658 and 947000 using scientific notation?
6. What power of ten should multiply to 0.000658 to get 6.58? To 947000 to get 9.47? In order to retain their values, by what power of 10 should we divide each?
7. Note that the decimal in each of the above example is greater than or equal to one but less than 10. In each case, the exponents of 10 are equal to the number of
places moved from the original position to its new position. When will be the exponent of 10 is negative? Is positive?
8. Kindly give the steps in writing a number in scientific notation and vice-versa. For better understanding let the students to browse
www.purplemath.com/modules/exponent3.htm (lecture about scientific notation).
INTEGRATION OF FINDING WITH EU AND APPLICATIONS OF EU
9. In the next activity, we will consolidate what we have learned about scientific notation by completing the concept map. Browse the following website to guide
you in Activity 2.
http://www.aaamath.com/B1g_671fxi.htm (interactive about converting standard numbers to scientific notation)
http://www.webmath.com/_answer.php (converting scientific notation to standard form)
10. Ask some students to present and explain their answers. Ask other students to compare their answer. Encourage to compare their concept map.
11. Say, in the next activity, you will use the knowledge you have gained and the skills you have acquired to make a scale of your project.
Doing the Performance Task
12. You may now challenge the class to do the performance task. Tell them to be ready to present their work before a panel which may include museum owner,
visitors, teachers and school administrators.
13. Plan with the student how the performance task can be presented. Invite some teachers from other department.
5. 14. Ask each pair to present and explain their work. Encourage the members of the panel to give comments to the presentation.
15. Ask the students to reflect on their learning experience by answering the reflection questions.
Time to Reflect!
What did I learn? How can I use it?
16. Encourage students to share their reflection with their partners. Ask some pair of students to present a summary of their reflections to the class.
17. We’ve just finished presenting our scale model project with the objective of using scientific notation to express larger numbers into simpler one.
18. Ask students to display their work on the teachers table. Ask some to say something about the project of their classmates. What do these projects say about the
usefulness of scientific notation? Ask some to share their comments to the class.
19. Tell students that the knowledge that they have gained and the skills of using the scientific notation they have develop can be used in the field of Medicine,
Statistics, Astronomy, Science and Engineering.
Leader: Marvin N. Licup
Members: Edith Navarro, Rizalyn B. Castillo, Gina Rivera, Isabel G. Agaser, Mercy Navoa Nazar, Miguelito C. Calimon, Susan O. reyes, Lolita L. De Dios,
Vangie E. Evangelista, Cynthia A. Fernandez.