IM Grade 8 Unit 7 Lesson 10

How do we visualize large numbers on the number line?

• Using percentages

• Using decimals

• Using fractions

• Using powers of 10

What is the purpose of labeling tick marks on a number line?

• To represent colors

• To indicate equal parts

• To show temperature changes

• To measure distances

Tags

CCSS.2.MD.B.6

If the number at the end of the number line were 20, how would we find the value of each tick mark?

• By multiplying by 2

• By subtracting from the total

• By adding 10 to each part

• By dividing by the number of parts

Tags

CCSS.4.NBT.B.6

CCSS.5.NBT.B.6

How can we represent numbers for rough comparisons?

• As a sequence of prime numbers

• As a combination of letters and numbers

• As a sum of random numbers

• As a single digit times a power of 10

Tags

CCSS.5.NBT.A.2

Which is larger, 4,000,000 or 5⋅10^6?

• 4,000,000

• Cannot be determined

• 5⋅10^6

• Both are equal

Tags

CCSS.8.EE.A.3

How do we estimate how many times larger one population is than another?

• By comparing their GDP

• By measuring the land area

• By counting the number of individuals

• By comparing their powers of 10

Tags

CCSS.5.NBT.A.2

What power of 10 should we use to label the rightmost tick mark for plotting the speed of light through space and olive oil?

• 10^8

• 10^9

• 10^6

• 10^7

Tags

CCSS.5.NBT.A.2

Which is faster, light through diamond or light through ice?

• Cannot be determined without specific values

• Light through diamond

• Light through ice

• Both are the same

How can we write 230,000,000 using powers of 10?

• (2.3)⋅10^8

• (23)⋅10^7

• (230)⋅10^6

• (2300)⋅10^5

Tags

CCSS.8.EE.A.3

What is the learning target of plotting a multiple of a power of 10 on a number line?

• To write a large number as a multiple of a power of 10

• To learn about the history of numbers

• To understand the concept of infinity

• To improve drawing skills

Tags

CCSS.5.NBT.A.2