Distance Learning Packet ANSWER KEY€¦ · Day 5. 7 MATHEMATICS - Week 2 Lesson 1: ... expanding expressions using the distributive property and collecting like terms. _____ Expressions

8th GRADE

Distance Learning Packet ANSWER KEY

Week 2

Table of Contents

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ENGLISH LANGUAGE ARTS

ELA Lesson 1 ANSWER KEY………………………………………………………2




ELA Lesson 5 ANSWER KEY……………………………………………………… 6

MATHEMATICS

Math Lesson 1 ANSWER KEY………………………………………………………7-10





SCIENCE

Science Lesson 1 ANSWER KEY……………………………………………………26-27

Science Lesson 2 ANSWER KEY……………………………………………………28

SOCIAL STUDIES

Social Studies Lesson 1 ANSWER KEY……………………………………………29

Social Studies Lesson 2 ANSWER KEY……………………………………………30

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ENGLISH LANGUAGE ARTS - Week 2 Lesson 1: Parts of Speech Boot Camp: Verbs Learning Objective: I will be able to define and provide examples of verbs by identifying the types of verbs used in each sentence.

English Language Arts Standard:

• 8.L.1: Demonstrate command of the conventions of Standard English grammar and usage

when writing or speaking.

________________________________________________________________________________ Directions: Work your way through following activities on verbs to complete the ELA “Bootcamp”

lesson.

Verbs

1. Samuel wrote his name on the test

2. Robert played soccer in middle school.

3. Jonathan cleans his room every Saturday.

4. I ate dinner with my best friend.

5. My aunt bought me a video game for my birthday.

Linking Verbs

1. Most of us were very nervous at the beginning of the dance.

2. Robert was the only non-dancer in the group.

3. The DJ is playing a lot of cool songs.

4. Larry and Jack were hiding from the “matchmaker.”

5. One of the chaperones is my dad.

Helping Verbs

1. Three students had been selected for the cleanup committee.

2. They were moving slowly through the trash on the gym floor.

3. Larry said he could call his dad.

4. We were wondering what to do after the dance.

5. Swing dancing may have been the highlight of the dance.

Day

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ENGLISH LANGUAGE ARTS - Week 2 Lesson 2: Parts of Speech Boot Camp: Adverbs Learning Objective: I will be able to define and provide examples of verbs by identifying the types of adverbs used in each sentence. English Language Arts Standard:



________________________________________________________________________________

Adverbs

1. John’s mother nervously agreed that the lightning was pretty.

2. Four-year-old John found the whole experience quite exciting.

3. The first thing they spotted was a brightly flashing red light.

4. John and his mom walked cautiously across the street.

5. They stepped carefully onto the curb.

Adverbs cont’d

1. Tik Tok is a very popular app among teens and young adults.

2. She boldly filmed her dance to the song “Renegade”

3. My parents always try to convince me to make them a Tik Tok.

4. I always watch a few Tik Tok videos before falling asleep.

5. I filmed my first Tik Tok video outside and it went viral!

Day

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ENGLISH LANGUAGE ARTS - Week 2 Lesson 3: Parts of Speech Boot Camp: Prepositions Learning Objective: I will be able to define and provide examples of verbs by identifying the types of prepositions used in each sentence. English Language Arts Standard:



________________________________________________________________________________ Prepositions

1. The house is just around the corner.

2. The couple went on a walk outside. (2)

3. The movie theater is in front of the store.

4. There were commercials during the show.

5. Would you like Doritos instead of Cheetos?

Prepositional Phrases

1. Many people in nursing homes think of the resident dog as their own.

2. Some residents leave out special treats for the dog’s daily treat.

3. Golden retrievers are suitable pets according to some staff members.

4. The nurses usually walk the dogs between shifts.

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ENGLISH LANGUAGE ARTS - Week 2 Lesson 4: Parts of Speech Boot Camp: Conjunctions Learning Objective: I will be able to define and provide examples of verbs by identifying the types of conjunctions used in each sentence. English Language Arts Standard:



________________________________________________________________________________ Conjunctions

1. Would you rather have cheese __or___ bologna on your sandwich?

2. I wanted to go to the beach, ___but____ Mary refused.

3. I am allergic to cats, ___but___ I have three of them.

4. I am a vegetarian, __so___ I don’t eat any meat.

Correlative Conjunctions

1. ___Neither___________ whales ______nor__________dolphins are fish.

2. Dad put up a basketball hoop for ___either __________ my brother __or___ me.

3. Josh can __not only________ shoot three-pointers, ___but also______ get nothing but net.

4. Because of his busy schedule, he will join ____either/neither__________ the school team

___or/nor___________a local team.

Subordinating Conjunctions

1. Mother entered the store while everyone else waited in the car.

2. Although I understand his reason, I cannot accept his poor behavior.

3. Unless I hear from the committee tomorrow, I will change my plans.

4. Uncle Bob always phones whenever he is in town.

5. I can’t go to the concert because I have to study for my finals.

Day

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ENGLISH LANGUAGE ARTS - Week 2 Lesson 5: Parts of Speech Boot Camp: Interjections Learning Objective: I will be able to define and provide examples of verbs by identifying the types of interjections used in each sentence. English Language Arts Standard:



________________________________________________________________________________ Interjections

1. Oops, I dropped the cake!

2. You passed the test? Woah!

3. Forget it! I needed you here an hour ago.

4. Oh my gosh, I have discovered the cure for the common cold!

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MATHEMATICS - Week 2 Lesson 1: Parts of an Equation

Learning Objective: Students will be able to label the parts of an equation or expression using the proper terminology and definitions. Math Standard:

• 8.EE.C.7: Fluently solve linear equations and inequalities in one variable. b. Solve linear equations and inequalities with rational number coefficients, including solutions that require expanding expressions using the distributive property and collecting like terms.

________________________________________________________________________________ Expressions and Equations Cornell Notes

Topic: Parts of an Equation/Expression

Course: Class: Date:

Objective (What I need to know to do by the end of the lesson)

6. I will be able to label the parts of an equation or expression using

the proper terminology and definitions.

Questions/Main Ideas Notes

Parts of an equation

3y - 1 = 5

Coefficients Leading Coefficient

A constant value that is multiplied by the variable. Invisible math time! There is always a coefficient in front of the variable. If you cannot see one, it is 1. The constant multiplied by the variable raised to the highest exponent

Variables

Unknown value that is represented with a letter or symbol

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Constants

A known value in an equation; the value does not change

Factors

Values that are multiplied together. Coefficients and variables are factors

Terms Like terms

Either a single number or variable, or numbers and variables multiplied together. They are separated by plus signs, minus signs, and sometimes division. Terms that have the same variable and exponent. These can be combined by adding or subtracting the coefficients and keeping the exponent the same.

Operator

Aka the operation being performed

Polynomials

An algebraic equation or expression. The type is determined by the number of terms the equation has

• Monomials: 1 term

• Binomials: 2 terms

• Trinomials: 3 terms

• Polynomials: catch all for 3+ terms

Example 1 Identifying the coefficient

a. 1/3

b. 4

c. 4, 2

Example 2 How many terms are there?

a. 1 b. 2

c. 2 d. 2 e. 3

Example 3 Combining Like terms

a. 5x b. 2x+4

c. 6x2+3x+34 d. 6x+4

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MATHEMATICS - Week 2 Lesson 2: Isolating Variables Using Inverse Operations of Addition and Subtraction

Learning Objective: Students will be able to find the value of a variable by isolating the variable. Math Standard:


________________________________________________________________________________ Equations and Expressions Cornell Notes

Topic: Linear Equations



7. I will be able to find the value of a variable by isolating

the variable


Inverse Operations

Opposites used to get a term to zero. Operations can be undo when its opposite is applied to both sides of the equation

Equality Properties

Equations stay balanced if the same operation is applied to both sides of the equal sign.

Example 1 Equality Property of Subtraction

a. W + 5 = 16 Given

-5 -5 The inverse of +5 is -5 W + 0 = 11 Subtract 5 from both sides of the equations W = 11 Simplify

b. 25 + n = 11 Given

-25 -25 The inverse of 25 is -25 0 + n = -14 Subtract 25 from both sides of the equation n = -14 Simplify

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Example 2 Equality Property of Addition

a. W - 5 = 16 Given

+5 +5 The inverse of -5 is +5 W + 0 = 21 Add 5 from both sides of the equations W = 21 Simplify

b. -25 + n = 11 Given

+25 +25 The inverse of -25 is +25 0 + n = 36 Add 25 from both sides of the equation n = 36 Simplify

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MATHEMATICS - Week 2 Lesson 3: Isolating Variables Using The Inverses of Multiplication and Division

Learning Objective: Students will be able to find the value of a variable by isolating the variable. Math Standard:


________________________________________________________________________________ The Real Number System

Cornell Notes

Topic: Linear Equations



8. I will be able to find the value of a variable by isolating

the variable


Inverse Operations

Opposites used to get a term to zero. Operations can be undo when its opposite is applied to both sides of the equation

Equality Properties

Equations stay balanced if the same operation is applied to both sides of the equal sign.

Example 1 Equality Property of Multiplication

a. = 4 Given

Separate the coefficient from the variable Inverse of w = Multiple both side of the equation by 4 W = 16 Solution

b. Given

Separate the coefficient from the variable Inverse of is 10 * = Multiply both side by 10 = Simplify (Flip fractions to get it over 1) x = 2 Solution

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Example 1 Equality Property of Division

a. W 5 = 15 Given

The inverse of times 5 is divided by 5 divide 5 from both sides of the equations W = 3 Simplify

b. 8x = 128 Given

The inverse of times 8 is divided by 8 Divide 8 from both sides of the equations X = 16 Simplify

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MATHEMATICS - Week 2 Lesson 4: Exponents

Learning Objective: Students will be able to simplify expressions using the properties of exponents. Math Standard:

• 8.EE.A.1: Understand and apply the properties of integer exponents to generate equivalent numerical expressions.

________________________________________________________________________________

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MATHEMATICS - Week 2 Lesson 5: Scientific Notation

Learning Objective: Students will be able to multiple numbers written in scientific notation using the product rule of exponents. Students will be able to divide numbers written in scientific notation using the quotient rule of exponents. Math Standard:

• 8.EE.A.4: Perform operations with numbers expressed in scientific notation including problems where both decimal and scientific notation are used. Use scientific notation and choose units of appropriate size for measurements of very large or very small quantities.

________________________________________________________________________________

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SCIENCE - Week 2 Lesson 1: Matter and Phases of Matter Learning Objective: Students will be able to describe, and provide examples of, the three main phases of matter by reading the passage below and identifying examples of the phases of matter in their own homes. Students will demonstrate mastery by completing this lesson with at least 70% of questions correctly answered. Science Standard:

• U1.1: Analyze and interpret data to show that changes in states of matter are caused by different rates of movement of atoms in solids, liquids, and gases (Kinetic Theory).

________________________________________________________________________________ Activity 1: FOR STUDENTS WITH INTERNET ACCESS: They should submit a photo of their score from an online simulation quiz for you to give them a grade. It’s graded by the site, so you only have to record their grade. FOR STUDENTS WITHOUT INTERNET ACCESS: Students had multiple choice questions to answer:

1. C 2. D 3. B 4. C 5. A 6. B 7. D 8. C 9. B 10. A 11. D

Activity 2: To be completed by both students with Internet and doing the assignment only on paper.

Melting: solid to liquid

Freezing: liquid to solid

Evaporation: liquid to gas

Condensation: gas to liquid

Sublimation: solid to gas

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Deposition: gas to solid

1. Melting 2. Freezing 3. Sublimation 4. Deposition 5. Condensation 6. Evaporation 7. Sublimation 8. Freezing 9. Melting 10. Condensation 11. Evaporation

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SCIENCE Week 2 Lesson 2: Different Forms of Water Learning Objective: Students will be able to synthesize knowledge of different forms of water by reading and watching a video (if possible) about water forms. Students will demonstrate a mastery of their understanding by correctly answering questions about the passage and achieving a 70% or higher on the quiz. Science Standard:

• U1.2: Plan and carry out an investigation to demonstrate that variations in temperature and/or pressure affect changes in state of matter.

________________________________________________________________________________ Different Forms of Water Answers

1. C 2. A

3. D 4. B 5. B 6. D

7. A

8. Students may name any use described in the passage, such as pier construction. 9. Students may name any use described in the passage, such as sterilizing farm fields. 10. Answers may vary, as long as they are supported by the passage. Students may cite

the passage’s statement that we “use water to nourish everything from ourselves to our

pets to our yards.” Students may also point out specific uses that water serves in its

various forms, such as sterilizing farm fields and enabling transportation.

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SOCIAL STUDIES - Week 2 Lesson 1: Civics Learning Objective: Students will be able to explain their roles in a Democratic society by completing the guided reading in this lesson. Social Studies Standard

• 8.C1.2: Demonstrate civic virtues that contribute to the common good and democratic

principles within a variety of deliberative processes and settings.

________________________________________________________________________________ Extended response: Answers for this will vary. They must provide explanation to their responses. Some examples of responses are below:

• Examples: Ancient Greece created the foundation of democracy. During the enlightenment

period thinkers began refuel their desire for democracy from the Greeks. We used this motif

when we declared our independence from Britain!

• Ancient Greeks created a working constitution and we pulled from it! We took their ideas when

we were making our own!

• They had different level of government from local to state!

Vocab: Answers

• Students will create a picture/symbol. There is no wrong answer if students can provide a

meaningful explanation as to why they decided to draw it. o Examples:

• Checks and Balance: I chose to draw a picture of scale to show the

balance of the government. On one scale there is the executive branch

and on the other scale is the legislative/judicial branch.

Explanation: I chose to draw this because I wanted to show that each branch

checks and balances out the other branch. The executive branch is balanced by

the legislative branch because they can overrule a veto if they need to and the

judicial branch can impeach the president if they need too.

o This is an example- students answers will vary! That is okay! It is all about making sure

that students are creating meaningful explanations for the definitions, so they

understand the meaning of the word!

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SOCIAL STUDIES - Week 2 Lesson 2: The Bill of Rights Learning Objective: Student will be able to describe what the Bill of Rights is, and its importance to society by reading and answering guided questions Social Studies Standard

• 8.SP1.1: Analyze connections among events and developments in broader historical

contexts:

________________________________________________________________________________ Warm up questions: Answers will vary. Students need to provide an explanation as to why they say what they say. Examples are below.

1. I feel that my rights are not always met. Teachers can look through my things and that is not fair.

However, I have an awesome teacher that lets me use my freedom of speech and lets me defend my

self if I get in trouble! It depends on the situation! (In the perspective of a Middle School Student!) 2. I believe schools should not take away my rights. I was born with certain liberties/natural rights.

However, I feel that if I violate someone’s safety I should have a repercussion and therefore it makes

sense that they make take some of my rights.

Questions: Answers will vary. Students need to provide an explanation as to why they say what they say. Examples are below

Question 1: 4th amendment right- we can search/sieze if we have reasonable suspicion. This was contested in the T.L.O Vs. New Jersey case. Answer right that is infringed is our 1st amendment right. We cannot say certain things that affect certain people/goes against school policy Question 2: Our rights are limited because we need to keep each other safe. If I say something terrible It may have lasting effects on people. Additionally, they need to be able to search our property because what if someone brings something dangerous to school! Question 3: Varys. It is not right because I was born with natural rights. Or it is right because I am not an adult yet and still need to learn how to use my constitutional rights effectively and safely. Question 4: Answers will vary.

• I can petition if I don’t think a rule is fair (dress code, lunch policy, etc)

• I can speak to a trustworthy adult and admin to advocate for my voice if I am accused of something.

• I can share my issues with the community and rally support.

• Etc (make sure to explain!)

Documents

Distance Learning Packet ANSWER KEY€¦ · Day 5. 7 MATHEMATICS - Week 2 Lesson 1: ... expanding expressions using the distributive property and collecting like terms. _____ Expressions