Summary
In this lesson, students will compare very large and very small measurements and see the need for scientific notation. Students will learn how to convert between scientific notation and standard notation and connect their learning to the real world through a video of a former aeronautical engineer. This is the first lesson in the "Notation for NASA" lesson duo.
Essential Question(s)
How can we represent very large or very small numbers?
Snapshot
Engage
Students consider the scale of the solar system and just how big it is.
Explore
Students discuss how to measure very large or very small things, then match objects with their approximate size in standard form.
Explain
Students learn how to translate between standard and scientific notation.
Extend
Students watch a video of a former aeronautical engineer and complete a task related to the field.
Evaluate
Students reflect on their learning by using the Muddiest Point strategy.
Materials
Lesson Slides (attached)
Choice Board handout (attached; one per student; print one-sided)
Items and Measurements cards (attached; one set per group; print one-sided)
Guided Notes handout (attached; one per student; print one-sided)
Guided Notes (Model Notes) document (attached)
Mission Report handout (attached; one per student; print two-sided)
Pencils
Paper
Student devices with internet access
Preparation
Before you begin, print the attached Items and Measurements cards. Students will be working in groups of 2–3 to match the cards, so print enough copies for each group to have one set of cards. Consider printing on cardstock paper, especially if you plan to reuse these cards.
Once printed, cut out the cards. All of these cards are the same size for easy cutting.
During the Explain phase of the lesson, students are going to learn how to convert between standard and scientific notation and be introduced to the concept of significant figures. Understanding and using significant figures is not an important part of this lesson for a typical Pre-Algebra or eighth-grade science class. The idea of significant figures is included in this lesson to familiarize students with the vocabulary that they will see in higher-level science classes throughout high school. Consider teaming up with your students' math or science teacher to team teach the lesson or determine which details are important in the other subject matter. Unhide slides 18–19 and share those slides, as needed.
Engage
15 Minute(s)
After introducing the lesson title on slide 2, have students get out a piece of notebook paper. Explain that they are about to watch a video about the solar system. Ask students to watch carefully and jot down any questions that come to mind as they view the video. Transition to slide 3 and play the To Scale: The Solar System video.
Next, display slide 4 and introduce the Choice Boards strategy. Give each student a copy of the attached Choice Board handout, which contains a set of questions related to the video. Instruct students to thoughtfully select and respond to two questions of their choice. Direct students to label and write their answers on the back of their handout.
Once students have completed their responses, move to slide 5 and invite a few volunteers to share the questions they selected and their answers. Encourage the rest of the class to listen actively and engage in the discussion that follows.
Avoid going into too much detail when addressing any misconceptions; allow space for curiosity and exploration as students dive deeper into the topic later in the lesson.
Explore
25 Minute(s)
Display slide 6 and divide the students into groups of 2–3. Give each group a set of the Items and Measurements cards. Introduce the Card Matching strategy and inform students that they are to work together to match each item with its appropriate measurement. Explain to the class that they are not expected to know these facts but can use context clues, including units of measurement and the size of the numbers, to match the cards.
Give groups approximately 15 minutes to work together on this activity. As you walk around the room monitoring their progress, take note of the conversations that arise. If students are frustrated, ask leading questions that can help them categorize the objects (big/small, units of measurement, etc.).
After 15 minutes of students working on their Card Matching activity, bring the class back together as a whole. If some groups have not finished, tell them that it is all right.
Display slide 9 and lead the class in a discussion using the below questions:
What similarities and differences did you notice about the objects on the cards?
How did it feel trying to compare or organize these very large and very small numbers?
Was it easy or difficult to read them? Why?
What were some clues you used to sort or match the cards?
Show slide 10 and summarize the previous discussion by explaining that numbers can be difficult to read and work with when they are very big or very small. To overcome this challenge, scientists use a special form to write these kinds of numbers that makes them easier to read and use in calculations. Introduce the vocabulary term: scientific notation.
Transition through slides 11–12 to introduce the essential question and lesson objectives.
Explain
25 Minute(s)
Display slide 13 and give each student a copy of the Guided Notes handout. Tell the class that they are going to learn how to convert between the two notations: standard notation and scientific notation.
Transition through slides 14–15 and explain to students how to convert numbers in standard notation to scientific notation. Direct students to complete their Guided Notes as you progress through the slides.
Direct students’ attention to the instructions at the bottom of their handout for the first example. Point out the words “significant figures.” This is likely new vocabulary for students. Direct their attention to the “Significant Figures” portion of their handout (above the first example’s directions). Use slides 16–17 to introduce the concept of significant figures (sig figs) and their significance. Have students write any notes about significant figures on their Guided Notes.
Use the hidden slides 18–19 as needed.
Explain to students that, while significant figures are important, all of the numbers they work with today will only have two significant figures, so they do not need to worry about this while doing the examples or assignment. Let students know that this vocabulary is being introduced today to support their learning in other classes.
Move to slide 20 and have students practice using the rules for converting standard notation to scientific notation. The notes are structured so that examples (a) and (c) can be used as whole-class practice and examples (b) and (d) can be used for students to work individually and informally assess their progress. All examples can be done together as a whole class or individually, depending on the needs of the students.
Transition to slide 21 and give students time to check and correct their work as needed. Use this time to answer any questions they may have.
Show slide 22 and explain to students how to convert numbers from scientific notation to standard notation. Remind students to complete their Guided Notes. As you describe the direction to move the decimal point, ask students how they think one determines how many places to move the decimal point. Help students see that the exponent determines the number of places to move the decimal. Transition through slides 23–24 in the same way as you did the examples with slides 20–21.
Assist the students in completing the last section of their Guided Notes by showing slide 25. Here students compare numbers written in scientific notation. Have students talk with a partner about which inequality symbol would be correct for the first example.
After a minute or two, transition to slide 26 and reveal that the greater than symbol is correct since the larger number is the one with the larger exponent. Repeat this process with the remaining examples using slides 27–29.
Extend
30 Minute(s)
Display slide 30 and share the I Notice, I Wonder strategy. Let students know that as they watch the upcoming video, they should be thinking about what they notice, any details, facts, or ideas that stand out, and what they wonder, questions or curiosities sparked by what they see and hear.
Display slide 31 and play the Aeronautical Engineering for NASA career-focused video, featuring Donna Shirley, a former NASA engineer. Encourage students to stay engaged and thoughtful throughout the video in preparation for the group reflection.
When the video ends, move to slide 32. Facilitate a whole class discussion about what students noticed and wonder. Ask for volunteers to share what stood out to them and what questions they have.
Then, share your own “wonder” by asking the below reflection question:
“Donna Shirley helped send rovers to Mars, which is really far from Earth—about 225,000,000 kilometers! Why would using scientific notation be helpful for working with numbers this big?”
Use this question to guide a brief discussion connecting the video to the concept of scientific notation, helping students see its real-world relevance.
Show slide 33 and give each student a copy of the Mission Report handout. Explain to the students that they will now take on the role of a planetary scientist at NASA. Their mission is to select a planet (other than Earth) or moon in our solar system to explore. To do this, they must analyze and interpret key scale properties such as distance, size, and surface gravity using scientific notation. Remind students to use appropriate units: use kilometers (km) for diameter and distance, and use meters per second squared (m/s2) for surface gravity.
Guide students to use their device to find properties of their selected planet/moon: diameter, distance from Earth, and surface gravity. Encourage students to also use their device to look up how two of the properties of their planet/moon compares with those of Earth. Have students independently analyze their gathered data to write their reasoning behind recommendation of the chosen destination.
Evaluate
5 Minute(s)
Show slide 34. Have students reflect on the lesson and their overall understanding of the content using the Muddiest Point strategy. Have students answer the following questions:
Crystal Clear: What do you think is the easiest part of scientific notation?
Muddiest Point: What do you think is the most confusing part of scientific notation?
You can collect responses in a variety of ways, depending on your class. Sticky notes, pieces of paper, and digital posts are a few examples.
Read through the responses and make note of which concepts students are comfortable and which they are struggling with. Use this information to guide any review or refreshing that needs to be done before moving on to the next lesson: Notation for NASA, Part 2.
Resources
K20 Center. (n.d.). Card matching. Strategies. https://learn.k20center.ou.edu/strategy/1837
K20 Center. (n.d.). Choice boards. Strategies. https://learn.k20center.ou.edu/strategy/73
K20 Center. (n.d.). I notice, I wonder. Strategies. https://learn.k20center.ou.edu/strategy/180
K20 Center. (n.d.). Muddiest point. Strategies. https://learn.k20center.ou.edu/strategy/109
K20 Center. (2025, May 29). Aeronautical engineering for NASA [Video]. YouTube. https://www.youtube.com/watch?v=rYT3JoJDh9E
To Scale. (2015, September 16). The solar system [Video]. YouTube. https://www.youtube.com/watch?v=zR3Igc3Rhfg