Part 1: very small numbers (but really just patterns)

- In groups, students filled out table and found patterns
- We filled out the table as a class and discussed patterns (First hour started deciding the exponent gave the number of zeros, then decided it was about moving the decimal place. Second hour did not go past the idea of zeros but had difficulty explaining how their "rule" worked for negative exponents.)

Part 2: Very Large Numbers

- We did the first one together
- Limit the amount of time for the second one, but make sure different discoveries are written on the board, and the similarities and differences are discussed
- 3-5 done in groups and results reported to class

3) Assignment: page 103, problems 11-14, 21-25