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Introduction to standard index form/Teacher Notes: Difference between revisions

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Introduction to standard index form/Teacher Notes (view source)

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This page is also available as a .doc download [[file:introduction to standard index form - teacher notes.doc]]
Summary
It refers to a number of resources, which are available (and linked below)
* Teachers guide (below) and available to download [[file:introduction to standard index form - teacher notes.doc]]
* [[file:standard index form.ppt]] - which includes opportunities for {{tag|questioning}} and guides the lesson
* Lesson guide including opportunities for {{tag|questioning}} - PowerPoint [[file:standard index form.ppt]]  
* [[file:solar system data.xls]] - which provides an opportunity for some more in depth thinking
* Solar system data in an opportunity for in depth thinking - Excel [[file:solar system data.xls]]
 
<center>'''Teacher Notes'''</center>
 
<center>Introduction to Standard Index Form</center>
 
 
'''Type of Lesson/length:''' Investigation and Discussion. Work in pairs. At least one hour of lesson time.
 
 
'''Age/Level/Key Stage''': Years 7-12, KS3, KS4, 6<sup>th</sup> form (as a recap)
 
 
'''Learning objectives'''
 
By the end of this lesson students should be able to:


'''Teacher notes on Introduction to Standard Index Form'''


Type of lesson: = Investigation with discussion in pairs to explore the way the calculator converts numbers. This means it is accessible to large numbers of pupils.(one hour).
Level: years 7-12, KS3, KS4, 6<sup>th</sup> form (as a recap)
Learning objectives:
* Convert numbers between standard index form and ordinary form
* Convert numbers between standard index form and ordinary form
* Understand whether a number is in standard index form or not
* Understand whether a number is in standard index form or not
 
'''Resources'''
'''Resources required'''
This was originally written for use with TI-82 Graphical Calculators but other calculators can also be used.
 
This was originally written for use with TI-82 Graphical Calculators, but nowadays new scientific calculators can also be used.
 
 
'''Differentiation/student ability/sets'''
 
Pupils work together to explore the way the calculator converts numbers. This means it is accessible to large numbers of pupils.
 


'''Background'''
'''Background'''
 
This lesson is for pupils who haven’t yet been introduced to standard index form. It aims to intrigue them have them explore how it works for themselves. It could be used to review the topic with Sixth form students.
This is for pupils who haven’t yet been introduced to standard index form and is a way for them to be intrigued by it and to work out for themselves how it works. Alternatively, it could be used by Sixth Form students as a recap and review of the topic.
 


'''Important facts'''
'''Important facts'''
 
Numbers that are too big or too small for the 10-digit display on calculators are shown in standard index form. Many calculators now use ×10<sup>''n''</sup> but older calculators may use ‘E’ in the display instead. If a calculator is in ‘scientific mode’ it will display all numbers in standard index form.
On modern scientific calculators numbers that are too big or too small for the 10-digit display are shown in standard index form. Most such calculators now use ×10<sup>''n''</sup> but older calculators might use ‘E’ in the display instead.
 
If a calculator is in ‘scientific mode’ it will display all numbers in standard index form.
 
[[Image:StdIndexFormE.png]]
[[Image:StdIndexFormE.png]]


'''About the Lesson Plan'''
'''Lesson Plan'''
 
Ask the pupils what each of the sets of numbers have in common on the first slide of the PowerPoint [[file:standard index form.ppt]].
Display the first slide from [[file:standard index form.ppt]] and ask the pupils what each of the sets of numbers have in common.
The pupils are likely to find this difficult: the first set all have 1 significant figure, the second have 2 significant figures.
 
The first set all have 1 significant figure, the second have 2 sig figs, etc. The pupils are likely to find this difficult.
 
 
Then ask them to put their calculator into Scientific Mode. If the school has sets of scientific or graphical calculators then these can be set up in the right mode in advance.
 
The pupils should start only with numbers with 1sf and should type them in and then press ‘<nowiki>=</nowiki>’. They should then choose other 1sf numbers, should predict what the calculator will show and then type them in. At this stage they are probably best to stick to big numbers.
 
In the discussion that follows there are likely to be lots of ways to explain what is going on.


Ask the pupils to put their calculator into Scientific Mode. If you use the school's calculators then these can be set up in advance. Starting with the numbers with 1 significant figure pupils should type them in and press ‘<nowiki>=</nowiki>’. They should then enter other 1 significant figure numbers but predict what the calculator will show. It probably best to stick to big numbers at this stage.
In the discussion that will follow there are likely to be lots of explanations of what is going on.


'''Common misconceptions'''
'''Common misconceptions'''
 
Ask pupils what they think would happen if they entered a number with 2 significant figures. Usually they assume that it will have two digits and that the index will denote the number of zeroes. They should now try some on their calculators and produce a new theory.
Next, ask what they think ''might'' happen if they type a number with 2sf. Usually they assume that it will have two digits and that the index will denote the number of zeroes. They should now try some on their calculators and produce a new theory.
 
The pupils can then move on to other numbers of significant figures, until they have got a way of describing how to predict what the calculator will do with ''any'' big number.
The pupils can then move on to other numbers of significant figures, until they have got a way of describing how to predict what the calculator will do with ''any'' big number.


'''Extension/follow up lesson'''
'''Extension/follow up lesson'''
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