Facilitating Communication about Measurement, Exponents, and Scientific Notation 
Part 2
First video on page
		
Video TranscriptTeacher: "We need to find a way to go from all
this scientific notation that we've been doing
in...back into Alice.  You remember...ok, this was
Alice.  Ok?  This was Alice.  And at first she
ate...Alice ate one ounce of cake and she doubled,
that's how Louis Carrol wrote the story, she would
double.  So if Alice ate one ounce of cake, that's
Alice, she eats an ounce ­ there she is, doubled,
ok?  All right.  Another ounce of cake it will
double again, right?  Ok, you ready?  Ok.  So you
want to eat one more ounce?Class:  "Yes!"Teacher: "All right.  We have to double this if
she eats one more ounce.  Right?  You ready?  All
right. There you are!  That's what the exponent is
doing.  On your free-focus writing, how do these
large number skills fit in our "Alice in
Wonderland" metaphor?  What would scientific
notation...would that be important for Alice?  So
would you write quietly right now for 5 minutes,
then we'll share in the groups, and then we report
to the class."http://illuminations.nctm.org/reflections/912/Facilitating_Communication/part2.html