Jessica Audy

Core Unit Plan

Salem State University
School of Education
I. Setting the Stage
A. Curriculum Frameworks Standards:
o 5.NF.6: Solve real-world problems involving multiplications of fractions and mixed
numbers, e.g., by using visual models or equations to represent the problem.
o 8.EE.3: Use numbers expressed in the form of single digit times an integer of power of
10 to estimate very large or very small quantities.
o 8.EE.4: 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.
B. Generative Topic: Numbers in the Real World
o Allows students to investigate topics outside of the classroom.
C. Topical Essential Question(s):
o How can we compare two values accurately?
o How can we be precise enough to portray data confidently?
D. Summative Assessment:
o Exam 3 on Chapter 3 will be given after Section 2 is completed. Students will have 45
minutes to complete the exam.
o The exam explores how students can use numbers to represent data in the real world
and can apply their knowledge to future endeavors.
o There is also a Unit 3 project that was handed out the day of Exam 2.
o The Project encompasses the various techniques to explore numbers in the real world
and challenge students.
II. Content of the Unit
A. Content and Skills
o Outline:
1. How do we compare two like concepts?
a. How to find the difference between a new value and a reference value?
i. Absolute change
ii. Relative change
b. How to find the difference between two values
i. Absolute difference
ii. Relative difference.
2. Talk about large and small numbers
3. Write large/small numbers differently using scientific notation.
4. Adding and subtracting numbers in scientific notation
a. Case 1: The exponents match
i. Add or subtract the numbers
ii. Adjust the notation if need or keep the exponent the same.
b. Case 2: The exponents are different
i. Convert the numbers to standard form
ii. Add or subtract the numbers
iii. Convert back to scientific notation
5. Multiplying numbers in scientific notation
a. Multiplying the numbers in front and add the exponents
6. Dividing numbers in scientific notation
a. Dividing the numbers in front then subtracting exponents

Jessica Audy
o Skills:
1. Use percentages to describe change
2. Solve examples of comparing percentages
3. Convert standard numbers into scientific notation
4. Convert scientific notation into standard numbers
5. Add and subtract numbers in Scientific notation
6. Multiply and Divide numbers in Scientific notation
o Key Terms:
1. Absolute change: the actual increase or decrease from a reference value to a new
value
absolute change=new valuereference value
a.
2. Relative change: a fraction or percentage that describes the size of the absolute
change in comparison to the reference value
absolute change
relative change=
a.
relative value
3. Absolute Difference: the actual difference between the compared value and the reference
value.
absolute difference=compared valuereference value
a.
4. Relative Difference: describes the size of the absolute difference as a fraction of the
reference value.

difference
reference value
5. Scientific Notation: numbers are expressed as products consisting of a number
between 1 and 10 multiplied by an appropriate power of 10.
a.

relative differnece=absolute

B. Rationale
o Looking at numbers in the real world can help us in many ways. We are able to
accurately state data, compare prices and budgets, and even solve expressions.
o We can knowing how to accurately portray data can lead to clear conclusions and better
insight into word problems or even science.
III.Knowledge of the Students:
A. Demographics
o There are seventeen students in the class, most of the students are in 12th grade and
there are a few who are in 11th grade. The age ranges from sixteen to eighteen years old.
o IEPs of Students:
1. Six students require extra time while taking exams
2. Five students require word banks if being tested
3. A specific seating chart is in place to ensure various students with IEPs are
properly placed in the classroom
4. One student is required to use a laptop for speech purposes
5. Two students need quizzes and tests read aloud
o Behaviors of students:
1. A few of the students have been held back for a year and stay in the back of the
classroom. Constant confirmation of completing tasks is needed along with
motivation.
2. Many of the students will come into class late, students know to receive any
paperwork on the back desk and are expected to start immediately.

Jessica Audy
IV. Overview of Lessons
Lesso
Curriculum
Content
n Plan Framework
#
Standards
1

5.NF.6

5.NF.6

8.EE.3

8.EE.3
8.EE.4

8.EE.3
8.EE.4

Measureable Objectives

(SECTION 1) Students will solve examples of

Absolute and
absolute change, relative change,
Relative
absolute difference, and relative
change/
difference.
Absolute and Students will describe all
Relative
vocabulary by retelling the
Difference
definitions to other classmates.
o Absolute change
o Relative change
o Absolute difference
o Relative difference
Review and
Students will solve examples of
Quiz on
absolute change, relative change,
Section 1
absolute difference, and relative
difference.
Students will describe all
vocabulary by retelling the
definitions to other classmates.
o Absolute change
o Relative change
o Absolute difference
o Relative difference
(SECTION 2) Students will convert numbers
Converting to
from standard form to scientific
and from
notation.
Scientific
Students will convert numbers
Notation
from scientific notation to
standard form.
Students will describe how to
convert standard numbers into
scientific notation and convert
scientific notation to standard
form.
Adding and
Students will solve scientific
Subtracting
expressions by addition or
Numbers in
subtraction.
Scientific
Students will distinguish
Notation
between Case 1 and Case 2
expressions.
Multiplying
Students will solve scientific
and Dividing
expressions by multiplication or

End of
Individual
Lesson
Assignmen
t
Exit Ticket

Teaching
Activities of
the Lesson
Challenging
Problem to
investigate

Quiz

Quiz

Exit Ticket

Using
calculators
to make
conclusions
about
numbers.

Exit Ticket

Group-work
race to
practice
problems.

Exit Ticket

Group-work
race to

Jessica Audy
Numbers in
Scientific
Notation
6

5.NF.6
8.EE.3
8.EE.4

Chapter 3
REVIEW

division.
Students will describe how to
multiply and divide numbers in
scientific notation.
All of the Above

practice
problems.

Group-work
stations to
review
material.
Differentiation: In each lesson, the most underlying level of material is covered first, which relates to
the DO NOW. Throughout the lesson material is slowly increased by difficulty level, then practiced.
Four-Corners worksheets may be used to reference vocabulary during the lesson for students who need
literacy assistance.