W.1 - 8 (Answer Key)
th8 GRADEDistance Learning PacketANSWER KEYWeek 1
Table of ContentsENGLISH LANGUAGE ARTSELA Lesson 1 ANSWER KEY page 2ELA Lesson 2 ANSWER KEY page 3ELA Lesson 3 ANSWER KEY page 4MATHEMATICSMath Lesson 1 ANSWER KEY page 5Math Lesson 2 ANSWER KEY page 6Math Lesson 3 ANSWER KEY page 7SCIENCEScience Lesson 1 ANSWER KEY page 8Science Lesson 2 ANSWER KEY page 10SOCIAL STUDIESSocial Studies Lesson 1 ANSWER KEY page 12Social Studies Lesson 2 ANSWER KEY page 141
ENGLISH LANGUAGE ARTS - Week 1 Lesson 1:ELA Bootcamp Day 1: NounsLearning Objective: Students will be able to define and provide examples of nouns by identifying thetypes of nouns used in each sentence.English Language Arts Standard: 6.8.1: Demonstrate command of the conventions of Standard English grammar and usagewhen writing or speaking.Nouns1. Place2. Idea3. Thing4. Place5. PersonProper vs. Common Nouns1. Jim waxed his car yesterday morning2. Jim drove his car to Joe’s Auto Shop to check his car engine.3. He has no idea when his car will receive another coat of wax.4. Jim drives his Jeep to the store.5. He parked his car in the Walmart parking lot.Concrete vs. Abstract NounsHave you ever visited the mountains(concrete)? Theories about how mountains(concrete) formed areinteresting, but I rather visit the mountains(concrete) than study them. My belief(abstract) is thatmountains(concrete) are made for enjoyment(abstract), and I think that’s a good enough reason for theirexistence. My dream(abstract) is to visit the Andes Mountains(concrete) in South America(concrete). The mostamazing fact about the Andes (concrete)is that they are the longest chain of mountains (concrete) in the world.They are a natural wonder that stretches more than 4,500 miles. They spread out through seven differentcountries(concrete) from Venezuela(concrete) to Chile(concrete). I would like to climb the Andes(concrete), butthere is less oxygen(concrete in the mountains(concrete), and I may end up out of breath.2
ENGLISH LANGUAGE ARTS - Week 1 Lesson 2:ELA Bootcamp Day 2: PronounsLearning Objective: Students will be able to define and provide examples of pronouns by identifyingthe types of pronouns used in each sentence.English Language Arts Standard: 6.8.1: Demonstrate command of the conventions of Standard English grammar and usagewhen writing or speaking.Pronouns1. He dug two rose bushes out of his yard; they had grown wild. (3)2. I watched as he skillfully planted those trees, his hands knowing exactly what to do. (3)3. Their branches were full of leaf buds. (1)4. With his feet, he firmly pressed down the soil around the roots. (2)5. As he put his tools away, we asked him in for a cup of coffee. (4)Antecedents1. Both magazines offered (its/their) customers a good deal.2. Paul and Rosa brought samples of (her/their) winning recipe.3. Our teachers want us to come to (him or her/them) for help.4. The state of Florida does not treat (its, their) public employees fairly.5. Jeff planned (his/ their) own birthday party.Possessive Pronouns1. Their2. Its3. His4. Your3
ENGLISH LANGUAGE ARTS - Week 1 Lesson 3:ELA Bootcamp Day 3: AdjectivesLearning Objective: Students will be able to define and provide examples of adjectives by identifyingthe types of pronouns used in each sentence.English Language Arts Standard: 6.8.1: Demonstrate command of the conventions of Standard English grammar and usagewhen writing or speaking.Adjectives1. John went to the busy store to pick up red apples. (2)2. The tall man at the counter felt that John was a very kind gentleman. (2)3. The hot sun rose in the morning and set in the misty evening. (2)4. The food tasted bitter. (1)5. My friend is anxious for his birthday. (1).6. Steve was excited about the upcoming weekend. (2)7. Steve played a silver flute in the jazz band. (2)8. The aluminum foil protected the hot food. (2)Comparative Adjectives1. More exciting2. Longer3. More important4. More beautiful5. SmallerSuperlative Adjectives1. Most exciting2. Longest3. Most important4. Most beautiful5. Smallest4
MATHEMATICS - Week 1 Lesson 1:Rational NumbersLearning Objective: Students will be able to label real numbers using the subsets of rationalnumbers.Math Standards: 8.NS.A.1: Know that numbers that are not rational are called irrational. Understandinformally that every number has a decimal expansion. Know that numbers whose decimalexpansions do not terminate in zeros or in a repeating sequence of fixed digits are calledirrational.1. A. R,Q,Z,W,NB. R,Q,ZC. R,QD. R,Q,Z,W𝟏3. A. 𝟐2. A, 9 is a perfect square.'(4. -3, -0.7, 0, 0.5, (, 1, '𝟏B. 𝟑𝟑C. 𝟒𝟑D. 𝟓5. A. B. C. D. 7. 2 5 7N N N6. When 2 values from the same set areadded together produces a sum that isfrom the same set.9. A. Always. All whole numbers and theiropposites are integers.B. Never. By definition, whole numberscannot have a decimal.C. Sometimes. Rational numbers canalso be fractions.D. Never. By definition integers are wholenumbers.10. A. R,Q,Z,W,NB. R,Q (coins are fractions)C. R,Q,W,N -Can’t be negative.8. 2 – 5 -3N N Q5
MATHEMATICS - Week 1 Lesson 2:Irrational NumbersLearning Objective: Students will be able to give an approximate value of an irrational numbersusing rational numbers on a number line.Math Standards: 8.NS.A.2: Use rational approximations of irrational numbers to compare the size of irrationalnumbers. Locate them approximately on a number line diagram and estimate their values. 8.NS.A.3: Understand that given any two distinct rational numbers, a b, there exist a rationalnumber c and an irrational number d such that a c b and a d b. Given any two distinctirrational numbers, a b, there exist a rational number c and an irrational number d such that a c b and a d b. 8.EE.A.2: Use square root and cube root symbols to represent solutions to equations of theform x 2 p and x 3 p, where p is a positive rational number. Know that 2 is irrational.1. Rational and Irrational2. D3. D4. -0.7, 0, (, 0.5, 1, 35. A. 10mm6. A. 3.16)B. 5.1B S 5 mmC. 1.73D. 2.24E. 7.17.'9. '-8. Undefined10. )/0)/06
MATHEMATICS - Week 1 Lesson 3:Simplifying Square Roots that are IrrationalLearning Objective: Students will be able to reduce square roots using prime factorization.Math Standards: 8.NS.A.1: Know that numbers that are not rational are called irrational. Understandinformally that every number has a decimal expansion. Know that numbers whose decimalexpansions do not terminate in zeros or in a repeating sequence of fixed digits are calledirrational. 8.EE.A.2.a: Evaluate square roots of perfect squares less than or equal to 225.1. 32. 2 73. 2 304. 2 195. 306. 2 57. 10 108. 3 39. 5 510. 3 1011. 612. -313. 414. 1015.' '16. 12617. 1418. 519. Undefined20.'(7
SCIENCE - Week 1 Lesson 1:The Importance of MeasurementLearning Objective: Students will be able to read a metric ruler and record the length of a given linesegment and understand the importance of measurement in the field of science and will showmastery of the topic by scoring at least a 70% on the activity.Science “Core” Standards: U1: Scientists explain phenomena using evidence obtained from observations and orscientific investigations. Evidence may lead to developing models and or theories to makesense of phenomena. As new evidence is discovered, models and theories can be revised.Measurement Lesson 11.Answers will vary but could include any of the following: distance, time, mass, volume, weight, andtemperature. For any other answers listed, accept any answers that accurately describe thinnsstudents might measure in science.2. United States, Liberia, Myanmar3. A unit is a fixed amount of something. For the examples of listing British System units and metricsystem units, check for accurate examples and accept all correct responses.4. Meter, Liter, Gram (Please note the question was not asking for base units but most common basicunits used for measuring. This lesson was not on the metric system, so base units were notmentioned.)5. British System (accept other reasonable answers including American System, English System, etc.)and SI System; SI system is the system of measurement used in the scientific community.)For Questions 1-3 that follow, students were to describe a possible experiment they couldperform for a given situation and list at least 3 quantities that they could measure for eachsituation. Answers will vary. Check for the description of the experiment and that they have listedat least 3 quantities that could be measured in the experiment for full credit. Accept all correctanswers.8
1. B2. A3. B is correct based on significant digits, however, this was not covered so A could be argued to becorrect as well based on rounding.4. B5. DMath Computation Questions:1.32 L2. 117 cm3. 30.5 pounds (Significant figures would change the answer, but again, sig figs were not discussed in thepresentation.)9
SCIENCE - Week 1 Lesson 2:Build Your Own BalanceLearning Objective: Students will be able to construct a simple balance to estimate the weight of tenlisted objects and will show mastery with a 70% or higher on the activity.Science “Core” Standard: U1: Scientists explain phenomena using evidence obtained from observations and orscientific investigations. Evidence may lead to developing models and or theories to makesense of phenomena. As new evidence is discovered, models and theories can be revised.Part 1: LengthAnswers will vary. Check to see that answers are reasonable. For Question 5, check to see that thestudent correctly converted from handspans to cm.Part 2: VolumeAnswers will vary. Check to the see that the answers are reasonable. If you are requiring pictures forthe assignment, please check to see that the pictures clearly show the purpose of the activity.Part 3: Mass/WeightAnswers will vary for the 7 items the student chose to measure. Check for reasonableness of theanswers and if students substituted items that the measurements are reasonable for any substituteditems.For the final two questions at the end of the activity, answers will again vary but should show scientificreasoning in their answers. Check to make sure the answers reasonable answer the question withscientific accuracy.Activity 410
Answers will vary. However, check for required length which was stated as two paragraphs.Answers should be scientifically accurate. Check for accurate definition of the word iteration.Correct grammar and spelling should be used by students as well.Activity 4 Extension for 8th GradeStudents should have submitted pictures of their redesign if you requested pictures to be submittedand they should reweigh some of the original items requested and answer why they did or did not getdifferent answers. Answer to this question should display proper scientific reasoning.11
SOCIAL STUDIES - Week 1 Lesson 1:An Introduction to Social StudiesLearning Objective: Students will become familiar with the importance of social studies and learningabout the past by completing a short writing task and responding to questions.Social Studies “Anchor” Standards: C1: Civic virtues and democratic principles are key components of the American politicalsystem. C2: Citizens have individual rights, roles, and responsibilities.Write your story about the family in the lines below: Answers for this will vary. They need to focus on explaining how they came up with their ideas.This is how a historian’s brain works!Number of family members: explain how you came up with your answer.- example: “I believe there are 3 family members. I believe this because, there is a doll and a soccerball. This could be because they family has a child that likes to play with both. I am also thenassuming there are two parents/guardians. Etc"Ages of family members: explain how you came up with your answer.-example: “I believe they parents/guardians are in their 30’s because they are trying to be healthy andare young enough to play soccer with the child and walk the dog! The child is about 5-9 years oldbecause they have a doll but they may be older and out grew it since it was in the trash!”Time of year: explain how you came up with your answer.-example: “I believe it is after Thanksgiving because they threw away their pumpkin! This means theyare moving into a season/holiday that no longer requires or has a pumpkin the symbolizes it. Andwhat Thanksgiving does not have a pumpkin!”3 other facts about the family: explain how you came up with your answer.-example: “The family is healthy! They have a dog or Shaggy living with them. They may also belactose intolerant because they had soy milk!”12
Response Question:Focus on the following points when grading: Studying social studies allows us to question whether our past is likely to “repeat” and gives us clues onhow to create a better future. When we use the disciplines such as geography, economics, and psychology we are able to answerquestions such as “Why do people live a certain way? And how does this affect their future?” Thesequestions give us guidance on understanding our differences and learning to be empathetic. We can look at our past through a lens of a well-rounded citizen. We know how to ask the right questions and we look at the past from all different aspects! Provide explanations to your responses! This is key! Any argument can be made with the rightevidence!13
SOCIAL STUDIES - Week 1 Lesson 2:Primary Sources vs. Secondary SourcesLearning Objective: Students will understand the difference between primary and secondarysources completing tasks that require identifying and labeling different types of sources.Social Studies “Anchor” Standard: SP2: Thinking within the discipline involves the ability to identify, compare, and evaluatemultiple perspectives about a given event to draw conclusions about that event since thereare multiple points of view about events and issues.Identify the type of source:1. Secondary2. Secondary3.Primary4.Primary5. Secondary6. Primary7. Primary8.Secondary9.PrimaryHistorical Event: What type of sources would I use? Primary Source Examples:o The Declaration of Independenceo The Treaty of Pariso Letters from soldiers/war veteranso Invoices or records from generals, government officials about the war.o A uniform from the time period Secondary Source Examples:o A documentary on the Revolutionary Waro A textbook chapter14
o An article about George Washingtono A cartoon about the Declaration of Independenceo Guided notes from your teacher on the Revolutionary War15
6 MATHEMATICS - Week 1 Lesson 2: Irrational Numbers Learning Objective: Students will be able to give an approximate value of an irrational numbers using rational numbers on a number line. Math Standards: 8.NS.A.2: Use rational approximations of irrational numbers to compare the size of irrational numbers. Locate them approximately on a number line diagram and estimate their values.
6.1 Developmental Plasticity: Answer Key 6.2 Depletion of California's Aquifers: Answer Key 6.3 Difference and Analytical Engines: Answer Key 6.4 The Black Death: Answer Key 6.5 South Asian Carnivores: Answer Key 6.6 Coal Mining: Answer Key 6.7 The Sixth Amendment: Answer Key 6.8 Signaling Theory: Answer Key
MYSTERY EXPRESSION GAME!!!!! i. Twice x Answer I: ii. 9 less than the Answer I Answer II: iii. The sum of Answer II and the product of 5 and t Answer III: iv. Answer III decreased by two-fifths the cube of another number Answer IV: v. Half of Answer IV Answer V: ANSWER V is E
Reading Literature Standards Teaching Notes/I Can Pages 7 - 28 5.RL.1 Text, Assessment, and Answer Key 29 - 34 5.RL.2 Text, Assessment, and Answer Key 35 - 40 5.RL.3 Text, Assessment, and Answer Key 41- 50 5.RL.4 Text, Assessment, and Answer Key 51 - 54 5.RL.5 Text, Assessment, and Answer Key 55 - 61 5.RL.6 Text, Assessment, and Answer Key 62 - 66
1. Work the problem and find an answer. 2. Write your answer in the answer boxes at the top of the grid. Write your answer with the first digit in the left answer box OR with the last digit in the right answer box. Write only one digit or symbol in each answer box. Do NOT leave a blank answer box in the middle of an answer.
write each product on its corresponding answer line. Directions: Choose a division strategy to nd the quotient for each problem. Show your work and write each quotient on its corresponding answer line. 1. x Answer: 25 13 2. x 6 Answer: 1027 3. x 4 Answer: 827 4. Answer: 7) X 7 2 7 3 225 5 5. Answer: 6. Answer: 2457 7 116 8
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1. 10,000 Reasons (Bless The Lord): key of E 2. Alive In Us: key of G 3. All Because Of Jesus: key of B 4. All Who Are Thirsty: key of D 5. Always: key of B 6. Arms Open Wide: key of D 7. At The Cross: key of E 8. Blessed Be Your Name: key of B 9. Break Free: key of A 10. Broken Vessels (Amazing Grace): key of G 11. Come As You Are: key of A 12 .
Grade (9-1) _ 58 (Total for question 1 is 4 marks) 2. Write ̇8̇ as a fraction in its simplest form. . 90. 15 blank Find the fraction, in its
