Students convert between standard form and scientific notation and practice adding, subtracting, multiplying, and dividing numbers in scientific notation in multiple activities (Activity 1, Activity 2, and the several Student Activity Pages with worked examples). Students solve mixed-form problems by converting decimals to scientific notation before operating (examples and problems such as 0.0003 + 4 × 10^-4 and word problems mixing decimals and SN). Students choose appropriate units and convert between metric units, writing results in scientific notation (Activity 3 examples and practice problems). Students use calculators in scientific-notation mode and interpret calculator output (instructions for SCI mode, examples showing results and explanation that 'E' represents ×10^).

Students convert small decimal measurements (0.0000042 m and 0.0000065 m) into scientific notation (4.2 × 10^(-6) m and 6.5 × 10^(-6) m) and state which is larger. Students compute how many times larger one cell is than the other (a division of values given in decimal/scientific form). Students compare and find the difference between quantities already in scientific notation (1.2 × 10^8 and 9.5 × 10^7), producing an answer in scientific notation (2.5 × 10^7).

Students convert between standard and scientific notation (e.g., problems asking to convert 450,000 into scientific notation and 3.2 × 10^4 into standard form). Students multiply numbers presented in scientific notation and mixed forms (e.g., 2 × 10^2 × 3 × 10^5, (4 × 10^3) × (2 × 10^4), and the grain-of-sand problem multiplying 1.5 × 10^-3 by 1.2 × 10^4). The parent-facing statements and answer keys prompt students to perform operations with scientific notation and to express quantities in scientific notation for very large/small numbers.

Students are given a fuel cell energy value written in scientific notation (7 × 10^2 kWh) and are instructed to "convert this to a whole number" so they can determine how many fuel cells are needed. The Task 3 steps require students to divide the energy shortfall by the fuel-cell energy to compute the number of fuel cells and then use those counts to compute storage area. The answer key explicitly shows converting 7 × 10^2 to 700 and using division to find fuel cell quantities for each location.

The Skills Review includes problems that ask students to write 5,600,000 in scientific notation and to compute a product given in scientific notation ((3 × 10^7) × (2 × 10^3)). Another item asks students to compare populations given in scientific notation (3 × 10^6 and 9 × 10^7) and determine how many times larger one is. The Answer Key provides scientific-notation results (e.g., 5.6 × 10^6 and 6 × 10^6), showing students practice conversion, multiplication, and division with numbers in scientific notation.

Activity 4 includes a "Scientific Notation Check" where students determine whether numbers (e.g., 7.32 × 10^3) are written correctly in scientific notation and color-code answers. The lesson also provides a Math Antics - Scientific Notation video link and parent notes that the unit "reviews key skills ... scientific notation." These elements require students to read, recognize, and judge the proper form of scientific notation.

Students are asked to simplify an expression in scientific notation (Unit 1, #8: "Simplify: 6.9 x 10^2"), which requires moving a decimal by a power of ten. Students also complete exponent-manipulation problems (e.g., 5^1 x 5^2 and 8^4 ÷ 8^2) that develop understanding of exponent rules used when operating with scientific notation.