Unit 7 - Lesson 10 - Grade 8: Illustrative Mathematics

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10 Questions

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Grade 8 Unit 7
Lesson 10: Representing Large Numbers on the Number Line
CC BY 2021 Illustrative Mathematics®

Instructions

Grade 8 Unit 7
Lesson 10: Representing Large Numbers on the Number Line
CC BY 2021 Illustrative Mathematics®

Lesson: Representing Large Numbers on the Number Line

Labeling Tick Marks on a Number Line (Warm Up)

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

Comparing Large Numbers with a Number Line

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

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.

Which is larger, 4,000,000 or 75 · 105? Estimate how many times larger.

The Speeds of Light

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

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 
(2.0) · 108 and (3.0) · 108 

Label the tick marks between (2.0) · 108 and (3.0) · 108.
Plot a point for each speed on both number lines, and label it with the corresponding material.
There is one speed that you cannot plot on the bottom number line. Which is it? Plot it on the top number line instead.

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

Cool Down: Describe the Point

Describe the Point

We described numbers in this lesson using both powers of 10 and using standard decimal value. For example, the speed of light through ice can be written as a multiple of a power of 10, such as  (2.3) · 108 meters per second, or as a value, such as 230,000,000 meters per second. Use the number line to answer questions about points A and B. 

Describe point B as:
A multiple of a power of 10
A value

Describe point A as:
A multiple of a power of 10
A value

10.

Unit 7 - Lesson 10 - Grade 8: Illustrative Mathematics

Labeling Tick Marks on a Number Line (Warm Up)

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

Comparing Large Numbers with a Number Line

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

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.

Which is larger, 4,000,000 or 75 · 105? Estimate how many times larger.

The Speeds of Light

Which is faster, light through diamond or light through ice? How can you tell from the expressions for speed?

Label the tick marks between (2.0) · 108 and (3.0) · 108.Plot a point for each speed on both number lines, and label it with the corresponding material.There is one speed that you cannot plot on the bottom number line. Which is it? Plot it on the top number line instead.

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

Describe the Point

Describe point B as:A multiple of a power of 10A value

Describe point A as:A multiple of a power of 10A value

Plot a point C that is greater than B and less than A. Describe point C as:A multiple of a power of 10A value

Label the tick marks between (2.0) · 108 and (3.0) · 108.
Plot a point for each speed on both number lines, and label it with the corresponding material.
There is one speed that you cannot plot on the bottom number line. Which is it? Plot it on the top number line instead.

Describe point B as:
A multiple of a power of 10
A value

Describe point A as:
A multiple of a power of 10
A value

Plot a point C that is greater than B and less than A. Describe point C as:
A multiple of a power of 10
A value