Facilitating Communication about Measurement, Exponents, and Scientific Notation 
Part 2
Second video on page
		
Video TranscriptTeacher: "All right.  Take a minute and share your
thoughts in your group and as you sharing your
thoughts in your group, think about two items that
you might then report back to the class, come up
with something important that you are discussing,
ok?"Student 1: "In homework 14 we used exponents that were
larger and it showed how much larger one exponent
could be from a different one.  The larger they
are, the larger she gets.  She double, she can
triple, quadruple and so on."Student 2: "I said: because it shows...like...an
"enough"...like...point of view to see how it affects
her height."Teacher: "And so she can really do it in her head
almost, couldn't she?"Student 2: "Yes."Student 3: "This represents how many ounces she is
eating.  Alice started eating a new cake.  This
makes her grow by 10."
http://illuminations.nctm.org/reflections/912/Facilitating_Communication/part2.html