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IM 8.7.10 Lesson: Representing Large Numbers on the Number Line

Auteur :GeoGebra Classroom Activities, IM 6 - 8 Math

Label the tick marks on the number line.

Explain your reasoning.

Drag the points to their proper places on the number line.

Explain your reasoning.

Discuss with a partner how you decided where each point should go.

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

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  and .

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?

Find a four-digit number using only the digits 0, 1, 2, or 3 where:

  • the first digit tells you how many zeros are in the number,
  • the second digit tells you how many ones are in the number,
  • the third digit tells you how many twos are in the number, and
  • the fourth digit tells you how many threes are in the number.
The number 2,100 is close, but doesn’t quite work. The first digit is 2, and there are 2 zeros. The second digit is 1, and there is 1 one. The fourth digit is 0, and there are no threes. But the third digit, which is supposed to count the number of 2’s, is zero. Can you find more than one number like this?

How many solutions are there to this problem? Explain or show your reasoning.

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