Distance Learning Packet Week 1

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th6 GRADEDistance Learning PacketWeek 1

Table of ContentsENGLISH LANGUAGE ARTSELA Lesson 1 page 2ELA Lesson 2 page 6ELA Lesson 3 page 10MATHEMATICSMath Lesson 1 page 14Math Lesson 2 page 22Math Lesson 3 page 30SCIENCEScience Lesson 1 .page 37Science Lesson 2 .page 40SOCIAL STUDIESSocial Studies Lesson 1 .page 44Social Studies Lesson 2 page 471

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.L.1: Demonstrate command of the conventions of Standard English grammar and usagewhen writing or speaking.Directions: Work your way through following activities on nouns to complete ELA “Bootcamp” Day 1!Part 1: What is a Noun?Attention Cadets: Nouns name the people, places, things, or ideas weDayuse in our writing and speaking. (See the example below. Nouns are inbold.)1Example:Stephen Curry met his new teammates in the hallway.Explanation:“Stephen Curry” names a person, “teammates” names the people who have gathered around him,and “hallway” names the place where they stand.Let’s Run a Drill!Directions: Look at the underlined noun in the sentences. In the spaceprovided, tell whether the underlined noun is a “person,” “place,” “thing,” or“idea.”2

1. The thought of introducing herself made Ariana feel queasy.2. Barack was startled by the doorbell.3. The Academy of Math and Science was much bigger than her old school.4. Lebron James’ nervousness at the free throw line was obvious to everyone.5. The principal told all students to get their first-period classes.Part 2: Singular and Plural NounsAttention Cadets: A singular noun names one person, place, thing, oridea. A plural noun names more than one person, place, thing, or idea.(See the example below. Nouns are in bold.)Example:PSBig celebrations are held every Fourth of July. (2)Explanation:“Celebrations” is a plural noun. “Fourth of July” is a singular noun.Let’s Run a Drill!Directions: Now that you have practiced identifying nouns, read thesentences below. Underline the nouns in each sentence. Write “S” aboveeach singular noun and “P” above each plural noun. (The number of nounsin each sentence is given in parentheses.)1. There were games and contests with prizes all day. (4)2. The celebration is in the field, about three miles from the City Hall. (4)3. The relay race for the children entertained everyone. (2)3

4. The parents watched the children racing to hang laundry on clotheslines. (4)5. Shirts hanging by their sleeves looked strange. (2)Part 3: CHALLENGE! Common and Proper NounsAttention Cadets: A proper noun is the name of a specific person, place,thing, or idea. Proper nouns are capitalized. A common noun is anynoun that does not name a specific person, place, thing, or idea.Common nouns are not capitalized. (See the example below. Nouns arein bold.)Examples of Proper and Common yProperTomYosemiteFidoLabor DayExample:PCCJim bought a new car from a rental company. (3)Explanation:“Jim” is a proper noun that names a specific person. The words “car” and “company” are commonnouns that names things.4

Let’s Run a Drill!Directions: Underline each noun in the sentences below. Write “C” above eachcommon noun. Write “P” above each proper noun. (The number of nouns in eachsentence is given in parentheses.)1. Post Malone waxed it yesterday morning, on the last Thursday in July. (4)2. Drake drove the car for the first-time last week. (4)3. He took his friend Doja Cat and her sister to Chicago to watch the Cubs play baseball. (6)4. They parked the car in Skokie and rode the train to Wrigley Field. (4)5

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.L.1: Demonstrate command of the conventions of Standard English grammar and usagewhen writing or speaking.Directions: Work your way through following activities on pronouns to complete ELA “Bootcamp”Day 2!Part 1: Personal PronounsAttention Cadets: Pronouns are words used in place of nouns. TheyDayallow us to communicate clearly and smoothly. Most of the pronouns2we use are personal pronouns (I, we, they, he, her, and so on), butthere are other types as well.Singular Personal PronounsPlural Personal PronounsImemy, mineweusOur, oursyouyouyour, yoursyouyouyour, yourshe, she, ithim, her, ithis, hers, itstheythemtheir, theirsLet’s Run a Drill!Directions: Underline the personal pronouns in the following sentences. (Thenumber of personal pronouns in each sentence is given in parentheses.)6

1. “When you transplant a tree,” he said, “you must leave the taproot as long as possible.” (3)2. As he put his tools away, we invited him in for a cup of coffee. (4)3. My father is an architect. Sometimes, I go to work with him. (2)Part 2: Pronoun-Antecedent AgreementAttention Cadets: The word that a pronoun replaces is called theantecedent. If the antecedent is singular, the pronoun must besingular; if it is plural, the pronoun must be plural. (See examplesbelow. Antecedents are in bold.)Examples:The players won (his / their) matches.(The antecedent “players” is plural, so the pronoun must be plural.)A soldier may one day become an officer if (he or she / they) is dedicate.Let’s Run a Drill!Directions: Underline the correct pronoun in parentheses. Then, draw an arrow to itsantecedent. (Use “him or her,” “his or hers,” and so on, when either a male or femalecould be referred to by the antecedent.)1. Both magazines offered (its / their) customers a good deal.2. Jennifer Lopez and Shakira brought videos of (her / their) winning dance.7

3. The team decided to raise (its / their) membership dues.4. Our teachers want us to come to (him or her / them) for help.5. Cardi B and I bought (their / our) tickets yesterday.Part 3: CHALLENGE! Possessive PronounsAttention Cadets: Possessive pronouns make your writing read moresmoothly. Instead of repeating the same noun or pronoun, you can usethe appropriate possessive pronouns. (See example below. Possessivepronouns are in bold.)Example:WHICH ONE SOUNDS BETTER?Shelia wanted to use (Sheila’s) cell phone.ORSheila wanted to use her cell phone.e! T h dsthnigr e r e so u !’uYo nd on tterobesec uchmLet’s Run a Drill!Directions: On the blank before each sentence, write the correct possessivepronoun to replace the nouns or pronouns in parentheses.1. Alexander Graham Bell tested (Alexander Graham Bell’s) famousinvention for the first time on March 10, 1876.8

2. Bell and Thomas Watson had (Bell and Watson’s) first telephonecommunication after an accident involving Bell.3. The telephone is handy for all kinds of emergencies, and (the telephone’s)first use was a sort of 911 call.4. Bell has just spilled battery acid on (Bell’s) pants and called Watson on thetelephone in the next room for help.5. Imagine what you might have said if you had just spilled acid on (you)clothes!9

ENGLISH LANGUAGE ARTS - Week 1 Lesson 3:ELA Bootcamp Day 3: AdjectivesLearning 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.L.1: Demonstrate command of the conventions of Standard English grammar and usagewhen writing or speaking.Directions: Work your way through following activities on adjectives to complete ELA “Bootcamp”Day 3!Part 1: What is an Adjective?Attention Cadets: Adjectives are words that describe or modify nounsor pronouns. Sensory adjectives help the reader see, hear, feel, smell,and taste what the writers are describing. Adjectives can answer threequestions: What kind?, How many (much)?, Which one?. There can alsoDay3be more than one adjective to describe a noun or pronoun. (See thechart below. Adjectives are in bold.)What kind?Chinese foodpea soupred shoesHow many(much)?two kittensa little sugarsome bugsWhich one?this bookthese studentsthose carsExample:Jason, the handsome cherry picker, was tired and hungry at the end of the day.Explanation: Jason is the noun being described in this sentence. He is described as “handsome”, a“cherry picker”, “tired”, and “hungry.”10

Let’s Run a Drill!Directions: Underline the adjective(s) in the following sentences and doubleunderline the noun(s) they describe. I will demonstrate for you one more time.1. Today’s difficult math lesson took over an hour to complete.2. Can you pass me the green crayon please?Notice how both the words“difficult” and “math”describe the lesson.3. “Creativity is needed to create a beautiful mosaic,” said the art teacher.4. The baseball team’s hard-fought victory gave them a place in the playoffs.Part 2: Comparative AdjectivesAttention Cadets: Comparative Adjectives compare two nouns. Formost one-syllable adjectives, add -er to make the comparative form.Ex. large à largerAlways use more with three-syllable adjectives.Ex. joyful à more joyful(See below for more examples)Example Using -er:The Sears Tower is a tall building. à The Sears Tower is taller than the John Hancock Building.Example Using more:The Chrysler Building is a complex structure. à The Chrysler Building is a more complex structurethan other skyscrapers.Let’s Run a Drill!Directions: Underline the adjective being used in the sentence. Then, write thecomparative form of the adjective in each of the following sentences. (The numberof lines in each sentence tells you how many words you need to add to each sentence.)11

1. While Washington, D.C., is an exciting city, New York is acity.2. There was a long line to get to into the Lincoln Memorial. There was aline than that to get into the Capitol.3. The Constitution is an important document. Some people think the Declaration of Independence is adocument than the Constitution.4. The Postal Museum is a small part of the Smithsonian Institution. The American Indian Museum is abit .Part 3: CHALLENGE! Superlative AdjectivesAttention Cadets: Superlative Adjectives compare three or morenouns. For most one-syllable adjectives, add -est to make thesuperlative form.Ex. large à largestAlways use more with three-syllable adjectives.Ex. joyful à most joyful(See below for more examples)Example Using -est:The Sears Tower is a tall building. à The Sears Tower is the tallest building in the U.S.A.(This sentence is comparing the Sears Tower to every building in the USA.)Example Using most:The long bridge in my town is a complex structure. à The most complex structure in my town is a longbridge.(This sentence is comparing the long bridge toevery other structure in the town.)Let’s Run a Drill!Directions: Underline the adjective being used in the sentence. Then, write thesuperlative form of the adjective in each of the following sentences. (The numberof lines in each sentence tells you how many words you need to add to each sentence.)12

1. While Washington, D.C., is an exciting city, Javier thinks Rio de Janeiro is thecity in the world.2. There was a long line to get to into the Lincoln Memorial. The White House had theline.3. Some people think the Declaration of Independence is an important document, but I believe theConstitution is our country’sdocument.4. A beautiful park called Lafayette Square overlooks the White House but thepark I’ve ever visited is Great Smoky Mountains National Park.5. The Postal Museum is a small part of the Smithsonian Institution, but the Sackler Gallery is the.13

MATHEMATICS - Week 1 Lesson 1:Arithmetic with Whole Numbers and Money; Variablesand EvaluationLearning Objectives: Students will be able to distinguish between counting numbers and wholenumbers by understanding the definitions; identify four fundamental operations of arithmetic;express dollars and cents correctly; evaluate an expression with variables by calculating its valuewhen the variables are assigned specific numbers.Math Standards: 6.EE.A.2a and b: Write expressions that record operations with numbers and variables.Identify parts of an expression using mathematical terms (sum, term, product, factor, quotient,and coefficient); view one or more parts of an expression as a single entity. 6.EE.B.6: Use variables to represent numbers and write expressions when solvingmathematical problems and problems in real-world context; understand that a variable canrepresent an unknown number or any number in a specified set.Directions: Learn the new concept of the lesson (Arithmetic and Variables) and copy the examplesinto your notebook. Once finished, do the Lesson Practice, and then work on the even numbers ofthe Written Practice (15 out of 30 total problems).14

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MATHEMATICS - Week 1 Lesson 2:Properties of OperationsLearning Objectives: Students will be able to simplify computations with integers, fractions anddecimals by using the associative and commutative properties of addition and multiplication, andthe distributive property of multiplicationMath Standards: 6.L.1: 6.EE.A.2b and c: Identify parts of an expression using mathematical terms (sum, term,product, factor, quotient, and coefficient); view one or more parts of an expression as a single entity.Evaluate expressions given specific values of their variables. Perform arithmetic operations,including those involving whole-number exponents, in the conventional order when there are noparentheses to specify a particular order (Order of Operations).6.EE.B.5: Understand solving an equation or inequality as a process of reasoning to find thevalue(s) of the variables that make that equation or inequality true. Use substitution to determinewhether a given number in a specified set makes an equation or inequality true.Directions: Learn the new concept of the lesson (Properties of Operations) and copy the examplesinto your notebook. Once finished, do the Lesson Practice, and then work on the even numbers ofthe Written Practice (15 out of 30 total problems).22

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MATHEMATICS - 2 Week 1 Lesson 3:Unknown Numbers in Addition, Subtraction,Multiplication, and DivisionLearning Objectives: Students will be able to find the value of a variable in addition, subtraction,multiplication and division by utilizing fact families.Math Standards: 6.EE.A.4: Identify when two expressions are equivalent. For example, the expressions y y y and 3y are equivalent because they name the same number regardless of whichnumber y stands for. 6.EE.B.5: Understand solving an equation or inequality as a process of reasoning to find thevalue(s) of the variables that make that equation or inequality true. Use substitution to determinewhether a given number in a specified set makes an equation or inequality true.Directions: Learn the new concept of the lesson (Unknown Numbers) and copy the examples intoyour notebook. Once finished, do the Lesson Practice, and then work on the even numbers of theWritten Practice (15 out of 30 total problems).30

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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” 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.Directions: First, read the following lesson on the importance of measurement. Once finished,complete the comprehension questions.The Importance of MeasurementOn Saturday, May 30, 2020, SpaceX launched a Falcon 9 rocket from NASA’s Kennedy SpaceCenter in Florida. Their destination was the International Space Station in orbit about Earth.(Photo courtesy Positively Osceola)Aboard the Dragon spacecraft were American astronauts Robert Behnken and Douglas Hurley. Toachieve lift off, the Falcon 9 rocket had to reach a speed of over 40,000 kilometers per hour (24,855miles per hour)! To reach that speed, the rocket had to travel 7 miles every second! If you feel theneed for speed, then being an astronaut might be the perfect job for you!37

When studying science, you will make many measurements. Distance, time, mass, volume, weight,and temperature are just some of the quantities you will measure.Why measure?Measuring allows us to determine how much of something there is. It comes in many forms. Scienceis not the only subject that relies on measuring. Farming, medical fields, engineering, construction,manufacturing, cooking all rely on measuring.There are two main systems for measuring in the world. The oldest is the British system (ImperialSystem, US system, and many other names) and the SI system or metric system.Three common measurements you make in science will include how long (wide, tall, deep, thick) anitem is, how much volume an item has, and how much mass an item contains.For the British system, if you are measuring length, you use units such as inch, foot, yard, mile.A unit is a fixed amount of something, like an inch of distance.If you are measuring the liquid volume of something, you use cups, quarts, or gallons.Measuring the mass of an object, you use ounces, pounds, or tons.With the SI system, however, the basic units that you will use include the meter (m) for length, thegram (g) for mass, and the liter (L) for volume.Common metric to English conversions: 1 kilometer 0.62 miles1 meter 1.09 yards1 meter 3.28 feet1 meter 39.37 inches1 centimeter 0.394 inches1 liter 0.264 gallons1 liter 1.057 quarts1 kilogram 2.205 pounds1 gram 0.0353 ounces38

QUESTIONSAnswer the following questions based on the information included in this worksheet.1. What are some common quantities you will need to measure in science?2. What are the only countries on the planet that have yet to adopt the SI system ofmeasurement?3. What is a unit? Give examples of two British system units and two SI system units.4. What are the three basic units in the SI system that you will most commonly use?5. What are the two systems of measurement used around the world? Which system ofmeasurement does the scientific community use?39

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.Directions: For this lesson, you will be doing three separate, simple activities to help you inmeasuring quantities in length, volume, and mass. The balance building activity can be constructedwith common household items and does not need to be an engineering masterpiece!Grade Build Your Own BalanceParents: Adult supervision is recommended for these activities.Part 1: Length ACTIVITY 1Materials needed: Ruler with metric units (If you do not have a ruler at home, a paper ruler isincluded at the end of this packet that you can use to perform the activity.)1. First, measure your handspan using the rule

Part 1: Personal Pronouns Singular Personal Pronouns I me my, mine you you your, yours he, she, it him, her, it his, hers, its Let’s Run a Drill! Directions: Underlinethe personal pronouns in the following sentences. (The number of personal pronouns in each sentence is given in parentheses.) Plural Personal Pronouns we

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