To Infinity (or at Least a Million) and Beyond

Abstract

Sixty-six million years, ninety-three million miles… What do these numbers really mean? Elementary science concepts that involve large numbers require students to have conceptual understanding of what one million represents and how it differs in orders of magnitude from smaller numbers such as ten thousand. These concepts also require students to have procedural fluency with estimation strategies. In this article, we presents strategies that integrate science, math, and trade books for simultaneously addressing NGSS and CCSSM standards and practices grounded in conceptual understanding of large numbers.

Keywords:

• Common Core-Math
• NGSS
• 3–5
• earth science

Additional information

Notes on contributors

Kristin Rearden

Kristin Rearden ([email protected]) is a clinical professor at the University of Tennessee, Knoxville.

Amy Broemmel

Amy Broemmel is an associate dean at the University of Rhode Island.