Texas Instruments TI15TK Teacher Guide - Page 23

do you think that happened?, What does the display

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Number Shorthand: Scientific Notation (Continued) 6. Have students continue to press › and record the results. 7. Have students analyze their data and make some conclusions about the scientific notation display. For example, 1x10^11 represents the product: 1 x 10 x 10 x 10 x 10 x 10 x 10 x 10 x 10 x 10 x 10 x 10. Explain to students that exponential or scientific notation is a shorthand for repeated factors: 1 x 10 .11 8. Have students continue to explore the use of scientific notation to represent repeated multiplication by 10 with other starting factors. (For example, using 2 as the starting factor, the display 2x10^11 represents multiplying 2 by 10 eleven times, or 2 x 1011. Collecting and Organizing Data To focus students' attention on the relevant changes in the calculator's display, ask questions such as: • What does the display 3 1000 mean? • When did the counter on the left disappear? Why do you think that happened? • When did the counter on the left reappear? What else has changed? The product looks different. It changed from 1000000000 to 1x10^10. • What do the displays look like after this change takes place? The 1x10 stays the same, but the right-hand number (the exponent) goes up one each time › is pressed, and it matches the left-hand counter. © 2000 TEXAS INSTRUMENTS INCORPORATED TI-15: A Guide for Teachers 16

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© 2000 T
EXAS
I
NSTRUMENTS
I
NCORPORATED
TI-15: A Guide for Teachers
16
Number Shorthand: Scientific Notation
(Continued)
6.
Have students continue to press
›
and record
the results.
7.
Have students analyze their data and make some
conclusions about the scientific notation display.
For example,
1x10^11
represents the product:
1 x 10 x 10 x 10 x 10 x 10 x 10 x 10 x 10 x 10 x 10 x 10
.
Explain to students that exponential or scientific
notation is a shorthand for repeated factors:
1 x 10
11
.
8.
Have students continue to explore the use of
scientific notation to represent repeated
multiplication by 10 with other starting factors.
(For example, using 2 as the starting factor, the
display
2x10^11
represents multiplying 2 by 10
eleven times, or 2 x 10
11
.
Collecting and Organizing Data
To focus students’ attention on the relevant changes
in the calculator’s display, ask questions such as:
•
What does the display
3
1000
mean?
•
When did the counter on the left disappear? Why
do you think that happened?
•
When did the counter on the left reappear? What
else has changed?
The product looks different. It changed from
1000000000 to 1x10^10.
•
What do the displays look like after this change
takes place?
The 1x10 stays the same, but the right-hand
number (the exponent) goes up one each time
›
is pressed, and it matches the left-hand
counter.