Question 1
The contexts below would support learning about very, very large numbers EXCEPT:
◦ Distance from the planet Mercury to Mars.
◦ Number of cells in the human body.
◦ The estimated life span of a Bengal tiger.
◦ Population of the European countries in 2011.
Question 2
The ideas below would guide student understanding of the concept behind scientific notation EXCEPT:
◦ Examining patterns that arise when inputting very large and small numbers into a calculator.
◦ Researching real-life examples of very large and small numbers.
◦ Asking them to perform computation on very large and small numbers that are not in scientific notation, so they can see how difficult it is.
◦ Instructing them only on the movement of the decimal point "the exponent with the 10 tells how many places to move the decimal point."
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