The ideas below would guide student understanding of the concept behind scientific notation EXCEPT
a) Examining patterns that arise when inputting very large and small numbers into a calculator.
b) Researching real-life examples of very large and small numbers.
c) Asking them to perform computation on very large and small numbers that are not in scientific notation, so they can see how difficult it is.
d) Instructing them only on the movement of the decimal point "the exponent with the 10 tells how many places to move the decimal point".
d
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Indicate whether the statement is true(T) or false(F).
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Indicate whether this statement is true or false.
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