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Unit 7, Lesson 1: Exponent Review

Let’s review exponents.

1.1: Which One Doesn’t Belong: Twos

Which expression does not belong? Be prepared to share your reasoning.

1.2: Return of the Genie m.openup.org/1/8-7-1-2

Mai and Andre found an old, brass bottle that contained a

magical genie. They freed the genie, and it offered them
each a magical $1 coin as thanks.

• The magic coin turned into 2 coins on the first day.

• The 2 coins turned into 4 coins on the second day.

• The 4 coins turned into 8 coins on the third day.

This doubling pattern continued for 28 days.

Mai was trying to calculate how many coins she would have and remembered that
instead of writing for the number of coins on the 6th day, she could
just write .

1. The number of coins Mai had on the 28th day is very, very large. Write an expression
to represent this number without computing its value.

2. Andre’s coins lost their magic on the 25th day, so Mai has a lot more coins than he
does. How many times more coins does Mai have than Andre?

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1.3: Broken Coin m.openup.org/1/8-7-1-3

After a while, Jada picks up a coin that seems different than the
others. She notices that the next day, only half of the coin is left!

• On the second day, only of the coin is left.

• On the third day, of the coin remains.

1. What fraction of the coin remains after 6 days?

2. What fraction of the coin remains after 28 days? Write an expression to describe this
without computing its value.

3. Does the coin disappear completely? If so, after how many days?

Are you ready for more?

Tyler has two parents. Each of his parents also has two parents.

1. Draw a family tree showing Tyler, his parents, his grandparents, and his great-
grandparents.

2. We say that Tyler’s eight great-grandparents are “three generations back” from Tyler.
At which generation back does Tyler have 262,144 ancestors?

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Lesson 1 Summary
Exponents make it easy to show repeated multiplication. For example,

One advantage to writing is that we can see right away that this is 2 to the sixth power.
When this is written out using multiplication, , we need to count the
number of factors. Imagine writing out using multiplication!

Let’s say you start out with one grain of rice and that each day the number of grains of
rice you have doubles. So on day one, you have 2 grains, on day two, you have 4 grains,
and so on. When we write , we can see from the expression that the rice has doubled
25 times. So this notation is not only convenient, but it also helps us see structure: in this
case, we can see right away that it is on the 25th day that the number of grains of rice
has doubled! That’s a lot of rice (more than a cubic meter)!

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Unit 7, Lesson 1: Exponent Review

1. Write each expression using an exponent:

a.

b.

c.

d. The number of coins Jada will have on the eighth day, if Jada starts with one coin and the number
of coins doubles every day. (She has two coins on the first day of the doubling.)

2. Evaluate each expression:

a. d.

b. e.

c.
f.

3. Clare made $160 babysitting last summer. She put the money in a savings account that pays 3%
interest per year. If Clare doesn’t touch the money in her account, she can find the amount she’ll have
the next year by multiplying her current amount by 1.03.

a. How much money will Clare have in her account after 1 year? After 2 years?

b. How much money will Clare have in her account after 5 years? Explain your reasoning.

c. Write an expression for the amount of money Clare would have after 30 years if she never
withdraws money from the account.

4. The equation gives the number of feet, , in miles. What does the number 5,280
represent in this relationship?

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(from Unit 3, Lesson 1)

5. The points and lie on a line. What is the slope of the line?

A. 2

B. 1

C.

D.

(from Unit 3, Lesson 5)

6. The diagrams shows a pair of similar figures, one contained in the other. Name a point and a scale
factor for a dilation that moves the larger figure to the smaller one.

(from Unit 2, Lesson 6)

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Unit 7, Lesson 2: Multiplying Powers of Ten

Let’s explore patterns with exponents when we multiply powers of 10.

2.1: 100, 1, or ?

Clare said she sees 100.

Tyler says he sees 1.

Mai says she sees .

Who do you agree with?

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2.2: Picture a Power of 10

In the diagram, the medium rectangle is made up of 10 small squares. The large square
is made up of 10 medium rectangles.

1. How could you represent the large square as a power of 10?

2. If each small square represents , then what does the medium rectangle
represent? The large square?

3. If the medium rectangle represents , then what does the large square represent?
The small square?

4. If the large square represents , then what does the medium rectangle
represent? The small square?

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2.3: Multiplying Powers of Ten

1. a. Complete the table to explore patterns in the exponents when multiplying
powers of 10. You may skip a single box in the table, but if you do, be prepared
to explain why you skipped it.

expression expanded single power of 10

b. If you chose to skip one entry in the table, which entry did you skip? Why?

2. a. Use the patterns you found in the table to rewrite as an equivalent

expression with a single exponent, like .

b. Use your rule to write with a single exponent. What does this tell you
about the value of ?

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3. The state of Georgia has roughly human residents. Each human has roughly
bacteria cells in his or her digestive tract. How many bacteria cells are there in the
digestive tracts of all the humans in Georgia?

Are you ready for more?

There are four ways to make by multiplying smaller, positive powers of 10.

(This list is complete if you don't pay attention to the order you write them in. For
example, we are only counting and once.)

1. How many ways are there to make by multiplying smaller powers of 10 together?

2. How many ways are there to make in the same way? ?

Lesson 2 Summary
In this lesson, we developed a rule for multiplying powers of 10: multiplying powers of 10
corresponds to adding the exponents together. To see this, multiply and . We
know that has five factors that are 10 and has two factors that are 10. That
means that has 7 factors that are 10.

This will work for other powers of 10 too. So .

This rule makes it easier to understand and work with expressions that have exponents.

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Unit 7, Lesson 2: Multiplying Powers of Ten

1. Write each expression with a single exponent:

a. d.

b. e.

c. f.

2. A large rectangular swimming pool is 1,000 feet long, 100 feet wide, and 10 feet deep. The pool is filled
to the top with water.

a. What is the area of the surface of the water in the pool?

b. How much water does the pool hold?

c. Express your answers to the previous two questions as powers of 10.

3. Here is triangle .

Triangle is similar to
triangle , and the length of
is 5 cm. What are the
lengths of sides and , in
centimeters?

(from Unit 2, Lesson 7)

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4. Elena and Jada distribute flyers for different advertising companies. Elena gets paid 65 cents for every
10 flyers she distributes, and Jada gets paid 75 cents for every 12 flyers she distributes.

Draw graphs on the coordinate plane representing the total amount each of them earned, , after
distributing flyers. Use the graph to decide who got paid more after distributing 14 flyers.

(from Unit 3, Lesson 3)

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Unit 7, Lesson 3: Powers of Powers of 10

Let's look at powers of powers of 10.

3.1: Big Cube

What is the volume of a giant cube that measures 10,000 km on each side?

3.2: Taking Powers of Powers of 10

1. a. Complete the table to explore patterns in the exponents when raising a power
of 10 to a power. You may skip a single box in the table, but if you do, be
prepared to explain why you skipped it.

single
expression expanded power of
10

b. If you chose to skip one entry in the table, which entry did you skip? Why?

2. Use the patterns you found in the table to rewrite as an equivalent expression
with a single exponent, like .

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3. If you took the amount of oil consumed in 2 months in 2013 worldwide, you could
make a cube of oil that measures meters on each side. How many cubic meters
of oil is this? Do you think this would be enough to fill a pond, a lake, or an ocean?

3.3: How Do the Rules Work?

Andre and Elena want to write with a single exponent.

• Andre says, “When you multiply powers with the same base, it just means you add
the exponents, so .”

• Elena says, “ is multiplied by itself 3 times, so

.”

Do you agree with either of them? Explain your reasoning.

Are you ready for more?

. How many other whole numbers can you raise to a power and get
4,096? Explain or show your reasoning.

Lesson 3 Summary
In this lesson, we developed a rule for taking a power of 10 to another power: Taking a
power of 10 and raising it to another power is the same as multiplying the exponents.

See what happens when raising to the power of 3.

This works for any power of powers of 10. For example, . This is another
rule that will make it easier to work with and make sense of expressions with exponents.

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Unit 7, Lesson 3: Powers of Powers of 10

1. Write each expression with a single exponent:

a.

b.

c.

d.

e.

f.

2. You have 1,000,000 number cubes, each measuring one inch on a side.

a. If you stacked the cubes on top of one another to make an enormous tower, how high would they
reach? Explain your reasoning.

b. If you arranged the cubes on the floor to make a square, would the square fit in your classroom?
What would its dimensions be? Explain your reasoning.

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c. If you layered the cubes to make one big cube, what would be the dimensions of the big cube?
Explain your reasoning.

3. An amoeba divides to form two amoebas after one hour. One hour later, each of the two amoebas
divides to form two more. Every hour, each amoeba divides to form two more.

a. How many amoebas are there after 1 hour?

b. How many amoebas are there after 2 hours?

c. Write an expression for the number of amoebas after 6 hours.

d. Write an expression for the number of amoebas after 24 hours.

e. Why might exponential notation be preferable to answer these questions?

(from Unit 7, Lesson 1)

4. Elena noticed that, nine years ago, her cousin Katie was twice as old as Elena was then. Then Elena
said, “In four years, I’ll be as old as Katie is now!” If Elena is currently years old and Katie is years
old, which system of equations matches the story?

A.

B.

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C.

D.

(from Unit 4, Lesson 15)

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Unit 7, Lesson 4: Dividing Powers of 10

Let’s explore patterns with exponents when we divide powers of 10.

4.1: A Surprising One

What is the value of the expression?

4.2: Dividing Powers of Ten

1. a. Complete the table to explore patterns in the exponents when dividing powers
of 10. Use the “expanded” column to show why the given expression is equal to
the single power of 10. You may skip a single box in the table, but if you do, be
prepared to explain why you skipped it.

single
expression expanded
power

b. If you chose to skip one entry in the table, which entry did you skip? Why?

2. Use the patterns you found in the table to rewrite as an equivalent expression of

the form .

3. It is predicted that by 2050, there will be people living on Earth. At that time, it is
predicted there will be approximately trees. How many trees will there be for
each person?

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Are you ready for more?

expression expanded single power

4.3: Zero Exponent

So far we have looked at powers of 10 with exponents greater than 0. What would
happen to our patterns if we included 0 as a possible exponent?

1. Write with a power of 10 with a single exponent using the appropriate

exponent rule. Explain or show your reasoning.

a. What number could you multiply by to get this same answer?

2. Write with a single power of 10 using the appropriate exponent rule. Explain or
show your reasoning.

a. What number could you divide by to get this same answer?

3. If we want the exponent rules we found to work even when the exponent is 0, then
what does the value of have to be?

4. Noah says, “If I try to write expanded, it should have zero factors that are 10, so it
must be equal to 0.” Do you agree? Discuss with your partner.

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4.4: Making Millions

Write as many expressions as you can that have the same value as . Focus on using
exponents, multiplication, and division. What patterns do you notice with the exponents?

Lesson 4 Summary
In an earlier lesson, we learned that when multiplying powers of 10, the exponents add
together. For example, because 6 factors that are 10 multiplied
by 3 factors that are 10 makes 9 factors that are 10 all together. We can also think of this
multiplication equation as division:

So when dividing powers of 10, the exponent in the denominator is subtracted from the
exponent in the numerator. This makes sense because

This rule works for other powers of 10 too. For example, because 23 factors
that are 10 in the numerator and in the denominator are used to make 1, leaving 33
factors remaining.

This gives us a new exponent rule:

So far, this only makes sense when and are positive exponents and , but we
can extend this rule to include a new power of 10, . If we look at , using the
exponent rule gives , which is equal to . So dividing by doesn’t change its
value. That means that if we want the rule to work when the exponent is 0, then it must
be that

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Unit 7, Lesson 4: Dividing Powers of 10

1. Evaluate:

a.

b.

c.

2. Write each expression as a single power of 10.

a.

b.

c.

d.

e.

3. The Sun is roughly times as wide as the Earth. The star KW Sagittarii is roughly times as wide
as the Earth. About how many times as wide as the Sun is KW Sagittarii? Explain how you know.

4. Bananas cost $1.50 per pound, and guavas cost $3.00 per pound. Kiran spends $12 on fruit for a
breakfast his family is hosting. Let be the number of pounds of bananas Kiran buys and be the
number of pounds of guavas he buys.

a. Write an equation relating the two variables.

b. Rearrange the equation so is the independent variable.

c. Rearrange the equation so is the independent variable.

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(from Unit 5, Lesson 3)

5. Lin’s mom bikes at a constant speed of 12 miles per hour. Lin walks at a constant speed of the
speed her mom bikes. Sketch a graph of both of these relationships.

(from Unit 3, Lesson 1)

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Unit 7, Lesson 5: Negative Exponents with

Powers of 10
Let’s see what happens when exponents are negative.

5.1: Number Talk: What's That Exponent?

Solve each equation mentally.

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5.2: Negative Exponent Table

Complete the table to explore what negative exponents mean.

1. As you move toward the left, each number is being multiplied by 10. What is the
multiplier as you move right?

2. How does each of these multipliers affect the placement of the decimal?

3. Use the patterns you found in the table to write as a fraction.

4. Use the patterns you found in the table to write as a decimal.

5. Write using a single exponent.

6. Use the patterns in the table to write as a fraction.

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5.3: Follow the Exponent Rules

1. a. Match the expressions that describe repeated multiplication in the same way:

b. Write as a power of 10 with a single exponent. Be prepared to explain

your reasoning.

2. a. Match the expressions that describe repeated multiplication in the same way:

b. Write as a power of 10 with a single exponent. Be prepared to explain your

reasoning.

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3. a. Match the expressions that describe repeated multiplication in the same way:

b. Write as a power of 10 with a single exponent. Be prepared to explain

your reasoning.

Are you ready for more?

Priya, Jada, Han, and Diego are playing a game. They stand in a circle in this order and
take turns playing a game.

Priya says, SAFE. Jada, standing to Priya's left, says, OUT and leaves the circle. Han is next:
he says, SAFE. Then Diego says, OUT and leaves the circle. At this point, only Priya and
Han are left. They continue to alternate. Priya says, SAFE. Han says, OUT and leaves the
circle. Priya is the only person left, so she is the winner.

Priya says, “I knew I’d be the only one left, since I went first.”

1. Record this game on paper a few times with different numbers of players. Does the
person who starts always win?

2. Try to find as many numbers as you can where the person who starts always wins.
What patterns do you notice?

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Lesson 5 Summary
When we multiply a positive power of 10 by , the exponent decreases by 1:

This is true for any positive power of 10. We can reason in a similar way that multiplying
by 2 factors that are decreases the exponent by 2:

That means we can extend the rules to use negative exponents if we make .
Just as is two factors that are 10, we have that is two factors that are . More
generally, the exponent rules we have developed are true for any integers and if we
make

Here is an example of extending the rule to use negative exponents:

To see why, notice that

which is equal to .

Here is an example of extending the rule to use negative exponents:

To see why, notice that . This means that

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Unit 7, Lesson 5: Negative Exponents with Powers of 10

1. Write with a single exponent: (ex: )

a.

b.

c.

d.

e.

2. Write each expression as a single power of 10.

a.

b.

c.

d.

e.

f.

3. Select all of the following that are equivalent to :

A.
B.
C.
D.
E.

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4. Match each equation to the situation it describes. Explain what the constant of proportionality means
in each equation.

Equations: Situations:

A. 1. A dump truck is hauling loads of dirt to a construction site. After 20 loads, there
are 70 square feet of dirt.
B.
2. I am making a water and salt mixture that has 2 cups of salt for every 6 cups of
C. water.

D. 3. A store has a “4 for $10” sale on hats.

4. For every 48 cookies I bake, my students get 24.

(from Unit 3, Lesson 2)

5. a. Explain why triangle is similar to .

b. Find the missing side lengths.

(from Unit 2, Lesson 8)

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Unit 7, Lesson 6: What about Other Bases?

Let’s explore exponent patterns with bases other than 10.

6.1: True or False: Comparing Expressions with Exponents

Is each statement true or false? Be prepared to explain your reasoning.

1.

2.

3.

4.

6.2: What Happens with Zero and Negative Exponents?

Complete the table to show what it means to have an exponent of zero or a negative
exponent.

1. As you move toward the left, each number is being multiplied by 2. What is the
multiplier as you move toward the right?

2. Use the patterns you found in the table to write as a fraction.

3. Write as a power of 2 with a single exponent.

4. What is the value of ?

5. From the work you have done with negative exponents, how would you write as a
fraction?

6. How would you write as a fraction?

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Are you ready for more?

1. Find an expression equivalent to but with positive exponents.

2. Find an expression equivalent to but with positive exponents.

3. What patterns do you notice when you start with a fraction to a negative power and
rewrite it so that it has only positive powers? Show or explain your reasoning.

6.3: Exponent Rules with Bases Other than 10

Lin, Noah, Diego, and Elena decide to test each other’s knowledge of exponents with
bases other than 10. They each chose an expression to start with and then came up with
a new list of expressions; some of which are equivalent to the original and some of which
are not.

Choose 2 lists to analyze. For each list of expressions you choose to analyze, decide
which expressions are not equivalent to the original. Be prepared to explain your
reasoning.

1. Lin’s original expression is and her list is:

2. Noah’s original expression is and his list is:

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3. Diego’s original expression is and his list is:

4. Elena’s original expression is and her list is:

1 0

Lesson 6 Summary
Earlier we focused on powers of 10 because 10 plays a special role in the decimal
number system. But the exponent rules that we developed for 10 also work for other
bases. For example, if and , then

These rules also work for powers of numbers less than 1. For example, and

. We can also check that .

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Using a variable helps to see this structure. Since (both sides have 7 factors
that are ), if we let , we can see that . Similarly, we could let or
or any other positive value and show that these relationships still hold.

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Unit 7, Lesson 6: What about Other Bases?

1. Priya says “I can figure out by looking at other powers of 5. is 125, is 25, then is 5.”

a. What pattern do you notice?

b. If this pattern continues, what should be the value of ? Explain how you know.

c. If this pattern continues, what should be the value of ? Explain how you know.

2. Select all the expressions that are equivalent to .

A. -12
B.
C.
D.
E. 12
F.
G.

3. Write each expression using a single exponent.

a.

b.

c.

d.

e.

4. Andre sets up a rain gauge to measure rainfall in his back yard. On Tuesday, it rains off and on all day.

◦ He starts at 10 a.m. with an empty gauge when it starts to rain.

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◦ Two hours later, he checks, and the gauge has 2 cm of water in it.
◦ It starts raining even harder, and at 4 p.m., the rain stops, so Andre checks the rain gauge and
finds it has 10 cm of water in it.
◦ While checking it, he accidentally knocks the rain gauge over and spills most of the water, leaving
only 3 cm of water in the rain gauge.
◦ When he checks for the last time at 5 p.m., there is no change.

Graph A Graph B

a. Which of the two graphs could represent Andre’s story? Explain your reasoning.

b. Label the axes of the correct graph with appropriate units.

c. Use the graph to determine how much total rain fell on Tuesday.

(from Unit 5, Lesson 6)

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Unit 7, Lesson 7: Practice with Rational Bases

Let's practice with exponents.

7.1: Which One Doesn’t Belong: Exponents

Which expression doesn’t belong?

7.2: Exponent Rule Practice

1. Choose 6 of the following to write using a single exponent:
a. e. i.

b.
f. j.

c.
k.
g.
d.
l.
h.

2. Which problems did you want to skip in the previous question? Explain your thinking.

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3. Choose 3 of the following to write using a single, positive exponent:

a. d.

b. e.

c. f.

4. Choose 3 of the following to evaluate:

a. d.

b. e.

c. f.

7.3: Inconsistent Bases

Mark each equation as true or false. What could you change about the false equations to
make them true?

1.

2.

3.

4.

5.

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Are you ready for more?

Solve this equation: . Explain or show your reasoning.

Lesson 7 Summary
In the past few lessons, we found rules to more easily keep track of repeated factors
when using exponents. We also extended these rules to make sense of negative
exponents as repeated factors of the reciprocal of the base, as well as defining a number
to the power of 0 to have a value of 1. These rules can be written symbolically as:

and

where the base can be any positive number. In this lesson, we practiced using these
exponent rules for different bases and exponents.

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Unit 7, Lesson 7: Practice with Rational Bases

1. Write with a single exponent:

a.

b.

c.

d.

e.

f.

g.

h.

i.

2. Noah says that . Tyler says that .

a. Do you agree with Noah? Explain or show your reasoning.

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b. Do you agree with Tyler? Explain or show your reasoning.

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Unit 7, Lesson 8: Combining Bases

Let’s multiply expressions with different bases.

8.1: Same Exponent, Different Base

1. Evaluate

2. Evaluate

8.2: Exponent Product Rule

1. The table contains products of expressions with different bases and the same
exponent. Complete the table to see how we can rewrite them. Use the “expanded”
column to work out how to combine the factors into a new base.

expression expanded exponent

2. What happens if neither the exponents nor the bases are the same? Can you write
with a single exponent? Explain or show your reasoning.

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8.3: How Many Ways Can You Make 3,600?

Your teacher will give your group tools for creating a visual display to play a game. Divide
the display into 3 columns, with these headers:

How to play:

When the time starts, you and your group will write as many expressions as you can that
equal a specific number using one of the exponent rules on your board. When the time is
up, compare your expressions with another group to see how many points you earn.

• Your group gets 1 point for every unique expression you write that is equal to the
number and follows the exponent rule you claimed.

• If an expression uses negative exponents, you get 2 points instead of just 1.

• You can challenge the other group’s expression if you think it is not equal to the
number or if it does not follow one of the three exponent rules.

Are you ready for more?

You have probably noticed that when you square an odd number, you get another odd
number, and when you square an even number, you get another even number. Here is a
way to expand the concept of odd and even for the number 3. Every integer is either
divisible by 3, one MORE than a multiple of 3, or one LESS than a multiple of 3.

1. Examples of numbers that are one more than a multiple of 3 are 4, 7, and 25. Give
three more examples.

2. Examples of numbers that are one less than a multiple of 3 are 2, 5, and 32. Give
three more examples.

3. Do you think it’s true that when you square a number that is a multiple of 3, your
answer will still be a multiple of 3? How about for the other two categories? Try
squaring some numbers to check your guesses.

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Lesson 8 Summary
Before this lesson, we made rules for multiplying and dividing expressions with
exponents that only work when the expressions have the same base. For example,

or

In this lesson, we studied how to combine expressions with the same exponent, but
different bases. For example, we can write as . Regrouping this as
shows that

Notice that the 2 and 5 in the previous example could be replaced with different
numbers or even variables. For example, if and are variables then .
More generally, for a positive number ,

because both sides have exactly factors that are and factors that are .

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Unit 7, Lesson 8: Combining Bases

1. Select all the true statements:

A.

B.

C.

D.

2. Find , , and if .

3. Han found a way to compute complicated expressions more easily. Since , he looks for
pairings of 2s and 5s that he knows equal 10. For example,
Use Han's technique to compute
the following:

a.

b.

4. The cost of cheese at three stores is a function of the weight of the cheese. The cheese is not
prepackaged, so a customer can buy any amount of cheese.

◦ Store A sells the cheese for dollars per pound.

◦ Store B sells the same cheese for dollars per pound and a customer has a coupon for $5 off the
total purchase at that store.

◦ Store C is an online store, selling the same cheese at dollar per pound, but with a $10 delivery

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fee.

This graph shows the price functions for stores A, B, and C.

a. Match Stores A, B, and C with Graphs , , and .

b. How much does each store charge for the cheese per pound?

c. How many pounds of cheese does the coupon for Store B pay for?

d. Which store has the lowest price for a half a pound of cheese?

e. If a customer wants to buy 5 pounds of cheese for a party, which store has the lowest price?

f. How many pounds would a customer need to order to make Store C a good option?

(from Unit 5, Lesson 8)

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Unit 7, Lesson 9: Describing Large and Small

Numbers Using Powers of 10
Let’s find out how to use powers of 10 to write large or small numbers.

9.1: Thousand Million Billion Trillion

1. Match each expression with its corresponding value and word.

expression value word

1,000,000,000,000 billion

milli-

1,000 million

1,000,000,000 thousand

1,000,000 centi-

trillion

2. For each of the numbers, think of something in the world that is described by that
number.

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9.2: Base-ten Representations Matching

1. Match each expression to one or more diagrams that could represent it. For each
match, explain what the value of a single small square would have to be.
a.

b.

c.

d.

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2. a. Write an expression to describe the base-ten diagram if each small square

represents . What is the value of this expression?

b. How does changing the value of the small square change the value of the
expression? Explain or show your thinking.

c. Select at least two different powers of 10 for the small square, and write the
corresponding expressions to describe the base-ten diagram. What is the value
of each of your expressions?

9.3: Using Powers of 10 to Describe Large and Small Numbers

Your teacher will give you a card that tells you whether you are Partner A or B and gives
you the information that is missing from your partner’s statements. Do not show your
card to your partner.

Read each statement assigned to you, ask your partner for the missing information, and
write the number your partner tells you.

Partner A’s statements:

1. Around the world, about ______________________ pencils are made each year.

2. The mass of a proton is ______________________ kilograms.

3. The population of Russia is about ______________________ people.

4. The diameter of a bacteria cell is about ______________________ meter.

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Partner B’s statements:

1. Light waves travel through space at a speed of ______________________ meters per

second.

2. The population of India is about ______________________ people.

3. The wavelength of a gamma ray is _______________________ meters.

4. The tardigrade (water bear) is ______________ meters long.

Are you ready for more?

A “googol” is a name for a really big number: a 1 followed by 100 zeros.

1. If you square a googol, how many zeros will the answer have? Show your reasoning.

2. If you raise a googol to the googol power, how many zeros will the answer have?
Show your reasoning.

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Lesson 9 Summary
Sometimes powers of 10 are helpful for expressing quantities, especially very large or
very small quantities. For example, the United States Mint has made over

500,000,000,000

pennies. In order to understand this number, we have to count all the zeros. Since there
are 11 of them, this means there are 500 billion pennies. Using powers of 10, we can
write this as:

(five hundred times a billion), or even as:

The advantage to using powers of 10 to write a large number is that they help us see
right away how large the number is by looking at the exponent.

The same is true for small quantities. For example, a single atom of carbon weighs about

0.0000000000000000000000199

grams. We can write this using powers of 10 as

or, equivalently,

Not only do powers of 10 make it easier to write this number, but they also help avoid
errors since it would be very easy to write an extra zero or leave one out when writing
out the decimal because there are so many to keep track of!

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Unit 7, Lesson 9: Describing Large and Small Numbers

Using Powers of 10
1. Match each number to its name.

A. 1,000,000 1. One hundredth

B. 0.01 2. One thousandth
C. 1,000,000,000 3. One millionth
D. 0.000001 4. Ten thousand
E. 0.001 5. One million
F. 10,000 6. One billion

2. Write each expression as a multiple of a power of 10:

a. 42,300

b. 2,000

c. 9,200,000

d. Four thousand

e. 80 million

f. 32 billion

3. Each statement contains a quantity. Rewrite each quantity using a power of 10.

a. There are about 37 trillion cells in an average human body.

b. The Milky Way contains about 300 billion stars.

c. A sharp knife is 23 millionths of a meter thick at its tip.

d. The wall of a certain cell in the human body is 4 nanometers thick. (A nanometer is one billionth
of a meter.)

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4. A fully inflated basketball has a radius of 12 cm. Your basketball is only inflated halfway. How many
more cubic centimeters of air does your ball need to fully inflate? Express your answer in terms of .
Then estimate how many cubic centimeters this is by using 3.14 to approximate .

(from Unit 5, Lesson 20)

5. Solve each of these equations. Explain or show your reasoning.

(from Unit 4, Lesson 5)

6. Graph the line going through with a slope of and write its equation.

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(from Unit 3, Lesson 10)

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Unit 7, Lesson 10: Representing Large Numbers

on the Number Line
Let’s visualize large numbers on the number line using powers of 10.

10.1: Labeling Tick Marks on a Number Line

Label the tick marks on the number line. Be prepared to explain your reasoning.

10.2: Comparing Large Numbers with a Number Line m.openup.org/1/8-7-10-2

1. Place the numbers on the number line. Be prepared to explain your reasoning.

a. 4,000,000
b.
c.
d.
e.

2. Trade number lines with a partner, and check each other’s work. How did your
partner decide how to place the numbers? If you disagree about a placement, work
to reach an agreement.

3. Which is larger, 4,000,000 or ? Estimate how many times larger.

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10.3: The Speeds of Light m.openup.org/1/8-7-10-3

The table shows how fast light waves or electricity can travel through
different materials.

material speed (meters per second)

space 300,000,000

water

copper wire (electricity) 280,000,000

diamond

ice

olive oil 200,000,000

1. Which is faster, light through diamond or light through ice? How can you tell from
the expressions for speed?
Let’s zoom in to highlight the values between and .

2. Label the tick marks between and .

3. Plot a point for each speed on both number lines, and label it with the corresponding
material.

4. There is one speed that you cannot plot on the bottom number line. Which is it? Plot
it on the top number line instead.

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5. Which is faster, light through ice or light through diamond? How can you tell from
the number line?

Are you ready for more?

1. Find a four-digit number using only the digits 0, 1, 2, or 3 where:

◦ the first digit tells you how many zeros are in the number,
◦ the second digit tells you how many ones are in the number,
◦ the third digit tells you how many twos are in the number, and
◦ the fourth digit tells you how many threes are in the number.

The number 2,100 is close, but doesn’t quite work. The first digit is 2, and there are 2
zeros. The second digit is 1, and there is 1 one. The fourth digit is 0, and there are no
threes. But the third digit, which is supposed to count the number of 2’s, is zero.

2. Can you find more than one number like this?

3. How many solutions are there to this problem? Explain or show your reasoning.

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Lesson 10 Summary
There are many ways to compare two quantities. Suppose we want to compare the world
population, about

7.4 billion

to the number of pennies the U.S. made in 2015, about

8,900,000,000

There are many ways to do this. We could write 7.4 billion as a decimal, 7,400,000,000,
and then we can tell that there were more pennies made in 2015 than there are people
in the world! Or we could use powers of 10 to write these numbers:

for people in the world and

for the number of pennies.

For a visual representation, we could plot these two numbers on a number line. We need
to carefully choose our end points to make sure that the numbers can both be plotted.
Since they both lie between and , if we make a number line with tick marks that
increase by one billion, or , we start the number line with 0 and end it with , or
. Here is a number line with the number of pennies and world population plotted:

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Unit 7, Lesson 10: Representing Large Numbers on the

Number Line
1. Find three different ways to write the number 437,000 using powers of 10.

2. For each pair of numbers below, circle the number that is greater. Estimate how many times greater.

or or or

3. What number is represented by point ? Explain or show how you know.

4. Here is a scatter plot that shows the number of points and assists by a set of hockey players. Select all
the following that describe the association in the scatter plot:

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A. Linear association

B. Non-linear association

C. Positive association

D. Negative association

E. No association

(from Unit 6, Lesson 7)

5. Here is the graph of days and the predicted number of hours of sunlight, , on the -th day of the
year.

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a. Is hours of sunlight a function of days of the year? Explain how you know.

b. For what days of the year is the number of hours of sunlight increasing? For what days of the year
is the number of hours of sunlight decreasing?

c. Which day of the year has the greatest number of hours of sunlight?

(from Unit 5, Lesson 5)

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Unit 7, Lesson 11: Representing Small Numbers

on the Number Line
Let’s visualize small numbers on the number line using powers of 10.

11.1: Small Numbers on a Number Line

Kiran drew this number line.

Andre said, “That doesn’t look right to me.”

Explain why Kiran is correct or explain how he can fix the number line.

11.2: Comparing Small Numbers on a Number Line

1. Label the tick marks on the number line.

2. Plot the following numbers on the number line:

A. B. C. D.

3. Which is larger, or ? Estimate how many times larger.

4. Which is larger, or ? Estimate how many times larger.

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11.3: Atomic Scale

1. The radius of an electron is about 0.0000000000003 cm. Write this number as a
multiple of a power of 10.

a. Decide what power of 10 to put on the right side of this number line and label it.

b. Label each tick mark as a multiple of a power of 10.

c. Plot the radius of the electron in centimeters on the number line.

2. The mass of a proton is about 0.0000000000000000000000017 grams. Write this

number as a multiple of a power of 10.

a. Decide what power of 10 to put on the right side of this number line and label it.

b. Label each tick mark as a multiple of a power of 10.

c. Plot the mass of the proton in grams on the number line.

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3. Point on the zoomed-in number line describes the wavelength of a certain X-ray in
meters.

a. Write the wavelength of the X-ray as a multiple of a power of 10.

b. Write the wavelength of the X-ray as a decimal.

Lesson 11 Summary
The width of a bacterium cell is about

meters. If we want to plot this on a number line, we need to find which two powers of 10
it lies between. We can see that is a multiple of . So our number line will be
labeled with multiples of

Note that the right side is labeled

The power of ten on the right side of the number line is always greater than the power on
the left. This is true for positive or negative powers of ten.

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Unit 7, Lesson 11: Representing Small Numbers on the

Number Line
1. Select all the expressions that are equal to :

A.

B.

C.

D.

E.

F.

2. Write each expression as a multiple of a power of 10:

a. 0.04

b. 0.072

c. 0.0000325

d. Three thousandths

e. 23 hundredths

f. 729 thousandths

g. 41 millionths

3. A family sets out on a road trip to visit their cousins. They travel at a steady rate. The graph shows the
distance remaining to their cousins' house for each hour of the trip.

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a. How fast are they traveling?

b. Is the slope positive or negative? Explain

how you know and why that fits the
situation.

c. How far is the trip and how long did it take?

Explain how you know.

(from Unit 3, Lesson 9)

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Unit 7, Lesson 12: Applications of Arithmetic with

Powers of 10
Let's use powers of 10 to help us make calculations with large and small numbers.

12.1: What Information Do You Need?

What information would you need to answer these questions?

1. How many meter sticks does it take to equal the mass of the Moon?

2. If all of these meter sticks were lined up end to end, would they reach the Moon?

12.2: Meter Sticks to the Moon

1. How many meter sticks does it take to equal the mass of the Moon? Explain or show
your reasoning.

2. Label the number line and plot your answer for the number of meter sticks.

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3. If you took all the meter sticks from the last question and lined them up end to end,
will they reach the Moon? Will they reach beyond the Moon? If yes, how many times
farther will they reach? Explain your reasoning.

4. One light year is approximately meters. How many light years away would the
meter sticks reach? Label the number line and plot your answer.

Are you ready for more?

Here is a problem that will take multiple steps to solve. You may not know all the facts
you need to solve the problem. That is okay. Take a guess at reasonable answers to
anything you don’t know. Your final answer will be an estimate.

If everyone alive on Earth right now stood very close together, how much area would they take
up?

12.3: That’s a Tall Stack of Cash

In 2016, the Burj Khalifa was the tallest building in the world. It was very expensive to
build.

Consider the question: Which is taller, the Burj Khalifa or a stack of the money it cost to
build the Burj Khalifa?

1. What information would you need to be able to solve the problem?

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2. Record the information your teacher shares with the class.

3. Answer the question “Which is taller, the Burj Khalifa or a stack of the money it cost
to build the Burj Khalifa?” and explain or show your reasoning.

4. Decide what power of 10 to use to label the rightmost tick mark of the number line,
and plot the height of the stack of money and the height of the Burj Khalifa.

5. Which has more mass, the Burj Khalifa or the mass of the pennies it cost to build the
Burj Khalifa? What information do you need to answer this?

6. Decide what power of 10 to use to label the rightmost tick mark of the number line,
and plot the mass of the Burj Khalifa and the mass of the pennies it cost to build the
Burj Khalifa.

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Lesson 12 Summary
Powers of 10 can be helpful for making calculations with large or small numbers. For
example, in 2014, the United States had

318,586,495

people who used the equivalent of

2,203,799,778,107

kilograms of oil in energy. The amount of energy per person is the total energy divided by
the total number of people. We can use powers of 10 to estimate the total energy as

and the population as

So the amount of energy per person in the U.S. is roughly

That is the equivalent of

kilograms of oil in energy. That’s a lot of energy—the equivalent of almost 7,000

kilograms of oil per person!

In general, when we want to perform arithmetic with very large or small quantities,
estimating with powers of 10 and using exponent rules can help simplify the process. If
we wanted to find the exact quotient of 2,203,799,778,107 by 318,586,495, then using
powers of 10 would not simplify the calculation.

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Unit 7, Lesson 12: Applications of Arithmetic with Powers

of 10
1. Which is larger: the number of meters across the Milky Way, or the number of cells in all humans?
Explain or show your reasoning.

Some useful information:

◦ The Milky Way is about 100,000 light years across.

◦ There are about 37 trillion cells in a human body.
◦ One light year is about meters.
◦ The world population is about 7 billion.

2. Ecologists measure the body length and wingspan of 127 butterfly specimens caught in a single field.

a. Draw a line that you think is a good fit for

the data.

b. Write an equation for the line.

c. What does the slope of the line tell you

about the wingspans and lengths of these
butterflies?

(from Unit 6, Lesson 5)

3. Diego was solving an equation, but when he checked his answer, he saw his solution was incorrect. He
knows he made a mistake, but he can’t find it. Where is Diego’s mistake and what is the solution to the
equation?

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(from Unit 4, Lesson 5)

4. The two triangles are similar. Find .

(from Unit 2, Lesson 7)

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Unit 7, Lesson 13: Definition of Scientific

Notation
Let’s use scientific notation to describe large and small numbers.

13.1: Number Talk: Multiplying by Powers of 10

Find the value of each expression mentally.

13.2: The “Science” of Scientific Notation

The table shows the speed of light or electricity through different materials. Circle the
speeds that are written in scientific notation. Write the others using scientific notation.

material speed (meters per second)

space 300,000,000

water

copper (electricity) 280,000,000

diamond

ice

olive oil

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13.3: Scientific Notation Matching

Your teacher will give you and your partner a set of cards. Some of the cards show
numbers in scientific notation, and other cards show numbers that are not in scientific
notation.

1. Shuffle the cards and lay them facedown.

2. Players take turns trying to match cards with the same value.

3. On your turn, choose two cards to turn faceup for everyone to see. Then:

a. If the two cards have the same value and one of them is written in scientific
notation, whoever says “Science!” first gets to keep the cards, and it becomes
that player’s turn. If it’s already your turn when you call “Science!”, that means
you get to go again. If you say “Science!” when the cards do not match or one is
not in scientific notation, then your opponent gets a point.

b. If both partners agree the two cards have the same value, then remove them
from the board and keep them. You get a point for each card you keep.

c. If the two cards do not have the same value, then set them facedown in the
same position and end your turn.

4. If it is not your turn:

a. If the two cards have the same value and one of them is written in scientific
notation, then whoever says “Science!” first gets to keep the cards, and it
becomes that player’s turn. If you call “Science!” when the cards do not match or
one is not in scientific notation, then your opponent gets a point.

b. Make sure both of you agree the cards have the same value.
If you disagree, work to reach an agreement.

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5. Whoever has the most points at the end wins.

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Are you ready for more?

1. What is ? Express your answer as:

a. A decimal

b. A fraction

2. What is ? Express your answer as:

a. A decimal

b. A fraction

3. The answers to the two previous questions should have been close to 1. What power
of 10 would you have to go up to if you wanted your answer to be so close to 1 that it
was only off?

4. What power of 10 would you have to go up to if you wanted your answer to be so

close to 1 that it was only off? Can you keep adding numbers in this
pattern to get as close to 1 as you want? Explain or show your reasoning.

5. Imagine a number line that goes from your current position (labeled 0) to the door of
the room you are in (labeled 1). In order to get to the door, you will have to pass the
points 0.9, 0.99, 0.999, etc. The Greek philosopher Zeno argued that you will never
be able to go through the door, because you will first have to pass through an
infinite number of points. What do you think? How would you reply to Zeno?

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Lesson 13 Summary
The total value of all the quarters made in 2014 is 400 million dollars. There are many
ways to express this using powers of 10. We could write this as dollars,
dollars, dollars, or many other ways. One special way to write this quantity is
called scientific notation. In scientific notation,

400 million

dollars would be written as

dollars. For scientific notation, the symbol is the standard way to show multiplication
instead of the symbol. Writing the number this way shows exactly where it lies between
two consecutive powers of 10. The shows us the number is between and .
The 4 shows us that the number is 4 tenths of the way to .

Some other examples of scientific notation are , , and . The

first factor is a number greater than or equal to 1, but less than 10. The second factor is
an integer power of 10.

Thinking back to how we plotted these large (or small) numbers on a number line,
scientific notation tells us which powers of 10 to place on the left and right of the number
line. For example, if we want to plot on a number line, we know that the
number is larger than , but smaller than . We can find this number by zooming in
on the number line:

Lesson 13 Glossary Terms

• scientific notation
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Unit 7, Lesson 13: Definition of Scientific Notation

1. Write each number in scientific notation.

a. 14,700

b. 0.00083

c. 760,000,000

d. 0.038

e. 0.38

f. 3.8

g. 3,800,000,000,000

h. 0.0000000009

2. Perform the following calculations. Express your answers in scientific notation.

a.

b.

c.

d.

e.

3. Jada is making a scale model of the solar system. The distance from Earth to the moon is about
miles. The distance from Earth to the sun is about miles. She decides to put
Earth on one corner of her dresser and the moon on another corner, about a foot away. Where
should she put the sun?

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◦ On a windowsill in the same room?

◦ In her kitchen, which is down the hallway?
◦ A city block away?

Explain your reasoning.

4. Here is the graph for one equation in a system of equations.

a. Write a second equation for the system so it has infinitely many solutions.

b. Write a second equation whose graph goes through so that the system has no solutions.

c. Write a second equation whose graph goes through so that the system has one solution at
.

(from Unit 4, Lesson 12)

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Unit 7, Lesson 14: Multiplying, Dividing, and

Estimating with Scientific Notation
Let’s multiply and divide with scientific notation to answer questions about animals,
careers, and planets.

14.1: True or False: Equations

Is each equation true or false? Explain your reasoning.

Unit 7: Exponents and Scientific Notation Lesson 14: Multiplying, Dividing, and 1
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14.2: Biomass
Use the table to answer questions about different creatures on the planet. Be prepared
to explain your reasoning.

creature number mass of one individual (kg)

humans

cows

sheep

chickens

ants

blue whales

Antarctic krill

zooplankton

bacteria

1. Which creature is least numerous? Estimate how many times more ants there are.

2. Which creature is the least massive? Estimate how many times more massive a
human is.

3. Which is more massive, the total mass of all the humans or the total mass of all the
ants? About how many times more massive is it?

4. Which is more massive, the total mass of all the krill or the total mass of all the blue
whales? About how many times more massive is it?

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14.3: Distances in the Solar System m.openup.org/1/8-7-14-3

Use the table to answer questions about the Sun and the planets of
the solar system (sorry, Pluto).

object distance to Earth (km) diameter (km) mass (kg)

Sun

Mercury

Venus

Earth N/A

Mars

Jupiter

Saturn

Uranus

Neptune

Answer the following questions about celestial objects in the solar system. Express each
answer in scientific notation and as a decimal number.

1. Estimate how many Earths side by side would have the same width as the Sun.

2. Estimate how many Earths it would take to equal the mass of the Sun.

3. Estimate how many times as far away from Earth the planet Neptune is compared to
Venus.

4. Estimate how many Mercuries it would take to equal the mass of Neptune.

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14.4: Professions in the United States

Use the table to answer questions about professions in the United States as of 2012.

profession number typical annual salary (U.S. dollars)

architect

artist

programmer

doctor

engineer

firefighter

military—enlisted

military—officer

nurse

police officer

college professor

retail sales

truck driver

Answer the following questions about professions in the United States. Express each
answer in scientific notation.

1. Estimate how many times more nurses there are than doctors.

2. Estimate how much money all doctors make put together.

Unit 7: Exponents and Scientific Notation Lesson 14: Multiplying, Dividing, and 4
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3. Estimate how much money all police officers make put together.

4. Who makes more money, all enlisted military put together or all military officers put
together? Estimate how many times more.

Lesson 14 Summary
Multiplying numbers in scientific notation extends what we do when we multiply regular
decimal numbers. For example, one way to find is to view 80 as 8 tens and to
view 60 as 6 tens. The product is 48 hundreds or 4,800. Using scientific notation,
we can write this calculation as

To express the product in scientific notation, we would rewrite it as .

Calculating using scientific notation is especially useful when dealing with very large or
very small numbers. For example, there are about 39 million or residents in
California. Each Californian uses about 180 gallons of water a day. To find how many
gallons of water Californians use in a day, we can find the product
, which is equal to . That’s about 7 billion gallons of
water each day!

Comparing very large or very small numbers by estimation also becomes easier with
scientific notation. For example, how many ants are there for every human? There are
ants and humans. To find the number of ants per human, look at .

Rewriting the numerator to have the number 50 instead of 5, we get . This gives us

. Since is roughly equal to 7, there are about or 7 million ants per

person!

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Unit 7, Lesson 14: Multiplying, Dividing, and Estimating

with Scientific Notation
1. Evaluate each expression. Use scientific notation to express your answer.

a.

b.

c.

d.

2. How many bucketloads would it take to bucket out the world’s oceans? Write your answer in scientific
notation.

Some useful information:

◦ The world’s oceans hold roughly cubic kilometers of water.

◦ A typical bucket holds roughly 20,000 cubic centimeters of water.
◦ There are cubic centimeters in a cubic kilometer.

3. The graph represents the closing price per share of stock for a company each day for 28 days.

Unit 7: Exponents and Scientific Notation Lesson 14: Multiplying, Dividing, and 1
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a. What variable is represented on the horizontal axis?

b. In the first week, was the stock price generally increasing or decreasing?

c. During which period did the closing price of the stock decrease for at least 3 days in a row?

(from Unit 5, Lesson 5)

4. Write an equation for the line that passes through and .

(from Unit 3, Lesson 11)

5. Explain why triangle is similar to triangle .

Unit 7: Exponents and Scientific Notation Lesson 14: Multiplying, Dividing, and 2
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(from Unit 2, Lesson 6)

Unit 7: Exponents and Scientific Notation Lesson 14: Multiplying, Dividing, and 3
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Unit 7, Lesson 15: Adding and Subtracting with

Scientific Notation
Let’s add and subtract using scientific notation to answer questions about animals and
the solar system.

15.1: Number Talk: Non-zero Digits

Mentally decide how many non-zero digits each number will have.

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15.2: Measuring the Planets

Diego, Kiran, and Clare were wondering:

“If Neptune and Saturn were side by side, would they be wider than Jupiter?”

1. They try to add the diameters, km and km. Here are the ways
they approached the problem. Do you agree with any of them? Explain your
reasoning.
a. Diego says, “When we add the distances, we will get . The
exponent will be 9. So the two planets are km side by side.”

b. Kiran wrote as 47,000 and as 120,000 and added them:

c. Clare says, “I think you can’t add unless they are the same power of 10.” She
adds km and to get .

2. Jupiter has a diameter of . Which is wider, Neptune and Saturn put side by
side, or Jupiter?

Unit 7: Exponents and Scientific Notation Lesson 15: Adding and Subtracting 2
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15.3: A Celestial Dance

1. When you add the distances of
diameter distance from Mercury, Venus, Earth, and Mars from
object the Sun, would you reach as far as
(km) the Sun (km)
Jupiter?
Sun

Mercury

Venus

Earth

Mars

Jupiter

2. Add all the diameters of all the

planets except the Sun. Which is
wider, all of these objects side by side,
or the Sun? Draw a picture that is
close to scale.

Are you ready for more?

The emcee at a carnival is ready to give away a cash prize! The winning contestant could
win anywhere from $1 to $100. The emcee only has 7 envelopes and she wants to make
sure she distributes the 100 $1 bills among the 7 envelopes so that no matter what the
contestant wins, she can pay the winner with the envelopes without redistributing the
bills. For example, it’s possible to divide 6 $1 bills among 3 envelopes to get any amount
from $1 to $6 by putting $1 in the first envelope, $2 in the second envelope, and $3 in the
third envelope (Go ahead and check. Can you make $4? $5? $6?).

How should the emcee divide up the 100 $1 bills among the 7 envelopes so that she can
give away any amount of money, from $1 to $100, just by handing out the right
envelopes?

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15.4: Old McDonald's Massive Farm

Use the table to answer questions about different life forms on the planet.

creature number mass of one individual (kg)

humans

cows

sheep

chickens

ants

blue whales

antarctic krill

zooplankton

bacteria

1. On a farm there was a cow. And on the farm there were 2 sheep. There were also 3
chickens. What is the total mass of the 1 cow, the 2 sheep, the 3 chickens, and the 1
farmer on the farm?

2. Make a conjecture about how many ants might be on the farm. If you added all these
ants into the previous question, how would that affect your answer for the total
mass of all the animals?

3. What is the total mass of a human, a blue whale, and 6 ants all together?

4. Which is greater, the number of bacteria, or the number of all the other animals in
the table put together?

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Lesson 15 Summary
When we add decimal numbers, we need to pay close attention to place value. For
example, when we calculate , we need to make sure to add hundredths to
hundredths (5 and 0), tenths to tenths (2 and 7), ones to ones (3 and 6), and tens to tens
(1 and 0). The result is 19.95.

We need to take the same care when we add or subtract numbers in scientific notation.
For example, suppose we want to find how much further the Earth is from the Sun than
Mercury. The Earth is about km from the Sun, while Mercury is about
km. In order to find

we can rewrite this as

Now that both numbers are written in terms of , we can subtract 0.58 from 1.5 to
find

Rewriting this in scientific notation, the Earth is

km further from the Sun than Mercury.

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Unit 7, Lesson 15: Adding and Subtracting with Scientific

Notation
1. Evaluate each expression, giving the answer in scientific notation:

a.

b.

c.

d.

2. a. Write a scenario that describes what is happening in the graph.

b. What is happening at 5 minutes?

c. What does the slope of the line between 6 and 8 minutes mean?

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(from Unit 5, Lesson 10)

3. Apples cost $1 each. Oranges cost $2 each. You have $10 and want to buy 8 pieces of fruit. One graph
shows combinations of apples and oranges that total to $10. The other graph shows combinations of
apples and oranges that total to 8 pieces of fruit.

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a. Name one combination of 8 fruits shown on the graph that whose cost does not total to $10.

b. Name one combination of fruits shown on the graph whose cost totals to $10 that are not 8 fruits
all together.

c. How many apples and oranges would you need to have 8 fruits that cost $10 at the same time?

(from Unit 4, Lesson 10)

4. Solve each equation and check your solution.

(from Unit 4, Lesson 5)

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Unit 7, Lesson 16: Is a Smartphone Smart Enough

to Go to the Moon?
Let’s compare digital media and computer hardware using scientific notation.

16.1: Old Hardware, New Hardware

In 1966, the Apollo Guidance Computer was developed to
make the calculations that would put humans on the
Moon.

Your teacher will give you advertisements for different

devices from 1966 to 2016. Choose one device and
compare that device with the Apollo Guidance Computer.
If you get stuck, consider using scientific notation to help
you do your calculations.

1. Which one can store more information? How many times more information?

2. Which one has a faster processor? How many times faster?

3. Which one has more memory? How many times more memory?

For reference, storage is measured in bytes, processor speed is measured in hertz, and
memory is measured in bytes. Kilo stands for 1,000, mega stands for 1,000,000, giga

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stands for 1,000,000,000, and tera stands for 1,000,000,000,000.

16.2: A Bit More on Bytes

For each question, think about what information you would need to figure out an
answer. Your teacher may provide some of the information you ask for. Give your
answers using scientific notation.

1. Mai found an 80’s computer magazine with an advertisement for a machine with
hundreds of kilobytes of storage! Mai was curious and asked, “How many kilobytes
would my dad’s new 2016 computer hold?”

2. The old magazine showed another ad for a 750-kilobyte floppy disk, a device used in
the past to store data. How many gigabytes is this?

3. Mai and her friends are actively involved on a social media service that limits each
message to 140 characters. She wonders about how the size of a message compares
to other media.

Estimate how many messages it would take for Mai to fill up a floppy disk with her
140-character messages. Explain or show your reasoning.

4. Estimate how many messages it would take for Mai to fill a floppy disk with
messages that only use emojis (each message being 140 emojis). Explain or show
your reasoning.

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5. Mai likes to go to the movies with her friends and knows that a high-definition film
takes up a lot of storage space on a computer.

Estimate how many floppy disks it would take to store a high-definition movie.
Explain or show your reasoning.

6. How many seconds of a high-definition movie would one floppy disk be able to hold?

7. If you fall asleep watching a movie streaming service and it streams movies all night
while you sleep, how many floppy disks of information would that be?

Are you ready for more?

Humans tend to work with numbers using powers of 10, but computers work with
numbers using powers of 2. A “binary kilobyte” is 1,024 bytes instead of 1,000, because
. Similarly, a “binary megabyte” is 1,024 binary kilobytes, and a “binary
gigabyte” is 1,024 binary megabytes.

1. Which is bigger, a binary gigabyte or a regular gigabyte? How many more bytes is it?

2. Which is bigger, a binary terabyte or a regular terabyte? How many more bytes is it?

Unit 7: Exponents and Scientific Notation Lesson 16: Is a Smartphone Smart 3

Enough to Go to the Moon?