Bundle G8 Scientific Notation - Marketing Madness Performance Task
NextLesson
1.5k Followers
Grade Levels
8th
Subjects
Resource Type
Standards
CCSS8.EE.A.1
CCSS8.EE.A.3
CCSS8.EE.A.4
CCSSMP1
CCSSMP3
Formats Included
- Zip
Pages
13 (x 6 editions)
NextLesson
1.5k Followers
Description
Bundle of 6 editions of Marketing Madness Performance Task for 8th grade
In the Marketing Madness Performance Task, students use real data on consumption of their favorite food or drink product around the world to practice using scientific notation and to extend into multiplying and dividing with numbers in scientific notation in an engaging, real world context. Students take on the role of a marketing analyst and compare the consumption of a product in different countries to decide where to expand their product next as well as learning some of the vocabulary used in the industry along the way.
Editions:
Six different editions or versions of this Performance Task are included so students can work with the edition they are most interested in, or an appropriate edition can be chosen for the class. Some of the editions included are soda, bottled water, and chocolate (see full list below), which all require students to work with different real data.
This Performance Task could be completed for one level (explained below) in one lesson only or could be extended with the other levels across 2-3 lessons.
What’s included in this Performance Task:
* Teacher Guide – Get an overview of the Performance Task, including helpful suggestions for use and the skills and standards alignment.
* Level 1 Activity – Laying the foundation. Students start by practicing a key skill matched to a math standard. This portion of the lesson could be used alone to practice this skill.
* Level 2 Activity – Adding some complexity. Students integrate a different skill or set of skills which they apply to the context of the task.
* Challenge Activity – Bring on the critical thinking! Students are stretched to reason with math and data to come to conclusions working at Webb's Depth of Knowledge levels 3-4. They might work in groups or this could be used as an extension activity.
* Finale Activities – Extend the learning. Each Performance Task also includes a selection of options to extend the math lesson into another subject (usually ELA).
* Complete Answer Key – All Performance Tasks come with a complete answer key for all activities.
* Job Background – Each Performance Task enables students to picture themselves in a real world career. Information about the career is given, including entry-level education, median pay, and job outlook.
* Glossary - Where new domain-specific vocabulary is used, a student-friendly glossary is included.
This set comes with both teacher and student print-outs. Teacher print-outs include a teacher guide and answer key.
Thanks and be sure to check out our other math Performance Tasks for 6th-8th grade!
There’s also an ELA equivalent of this Performance Task to download!
NOTE: The full list of editions included is: Bottled Water, Chocolate, Coffee, Milk, Soda, Tea.
Get in touch if you would like to see other food or drink products covered by this Performance Task.
In the Marketing Madness Performance Task, students use real data on consumption of their favorite food or drink product around the world to practice using scientific notation and to extend into multiplying and dividing with numbers in scientific notation in an engaging, real world context. Students take on the role of a marketing analyst and compare the consumption of a product in different countries to decide where to expand their product next as well as learning some of the vocabulary used in the industry along the way.
Editions:
Six different editions or versions of this Performance Task are included so students can work with the edition they are most interested in, or an appropriate edition can be chosen for the class. Some of the editions included are soda, bottled water, and chocolate (see full list below), which all require students to work with different real data.
This Performance Task could be completed for one level (explained below) in one lesson only or could be extended with the other levels across 2-3 lessons.
What’s included in this Performance Task:
* Teacher Guide – Get an overview of the Performance Task, including helpful suggestions for use and the skills and standards alignment.
* Level 1 Activity – Laying the foundation. Students start by practicing a key skill matched to a math standard. This portion of the lesson could be used alone to practice this skill.
* Level 2 Activity – Adding some complexity. Students integrate a different skill or set of skills which they apply to the context of the task.
* Challenge Activity – Bring on the critical thinking! Students are stretched to reason with math and data to come to conclusions working at Webb's Depth of Knowledge levels 3-4. They might work in groups or this could be used as an extension activity.
* Finale Activities – Extend the learning. Each Performance Task also includes a selection of options to extend the math lesson into another subject (usually ELA).
* Complete Answer Key – All Performance Tasks come with a complete answer key for all activities.
* Job Background – Each Performance Task enables students to picture themselves in a real world career. Information about the career is given, including entry-level education, median pay, and job outlook.
* Glossary - Where new domain-specific vocabulary is used, a student-friendly glossary is included.
This set comes with both teacher and student print-outs. Teacher print-outs include a teacher guide and answer key.
Thanks and be sure to check out our other math Performance Tasks for 6th-8th grade!
There’s also an ELA equivalent of this Performance Task to download!
NOTE: The full list of editions included is: Bottled Water, Chocolate, Coffee, Milk, Soda, Tea.
Get in touch if you would like to see other food or drink products covered by this Performance Task.
Total Pages
13 (x 6 editions)
Answer Key
Included
Teaching Duration
1 hour
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Standards
to see state-specific standards (only available in the US).
CCSS8.EE.A.1
Know and apply the properties of integer exponents to generate equivalent numerical expressions. For example, 3² × (3⁻⁵) = (3⁻³) = 1/3³ = 1/27.
CCSS8.EE.A.3
Use numbers expressed in the form of a single digit times an integer power of 10 to estimate very large or very small quantities, and to express how many times as much one is than the other. For example, estimate the population of the United States as 3 × 10⁸ and the population of the world as 7 × 10⁹, and determine that the world population is more than 20 times larger.
CCSS8.EE.A.4
Perform operations with numbers expressed in scientific notation, including problems where both decimal and scientific notation are used. Use scientific notation and choose units of appropriate size for measurements of very large or very small quantities (e.g., use millimeters per year for seafloor spreading). Interpret scientific notation that has been generated by technology.
CCSSMP1
Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, "Does this make sense?" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.
CCSSMP3
Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and-if there is a flaw in an argument-explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.
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