Distance Learning Packet ANSWER KEY€¦ · Math Standard: • 7.MP.1: Mathematically proficient students explain to themselves the meaning of a problem, look for entry points to

7th GRADE

Distance Learning Packet ANSWER KEY

Week 2

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Table of Contents ENGLISH LANGUAGE ARTS

ELA Lesson 1 ANSWER KEY……………………………………………………… page





MATHEMATICS

Math Lesson 1 ANSWER KEY……………………………………………………… page





SCIENCE

Science Lesson 1 ANSWER KEY…………………………………………………… page

Science Lesson 2 ANSWER KEY…………………………………………………… page

SOCIAL STUDIES

Social Studies Lesson 1 ANSWER KEY…………………………………………… page

Social Studies Lesson 2 ANSWER KEY…………………………………………… page

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ENGLISH LANGUAGE ARTS - Week 2 Lesson 1:

“SEVENTH GRADE” by Gary Soto

Learning Objective: Students will analyze how key details build the central idea or theme of a text and cite textual evidence to support analysis and inferences. Students will analyze the interaction of literary elements, such as setting, characters, plot, theme, etc. to consider the impact one element might have on another. Students will determine the central idea or theme of a text as well as write an objective summary. Students will analyze intentional author choice by comparing and contrasting characters, points of view, structures, mediums and citing evidence to support analysis. And, finally, students will determine and analyze the impact of specific word choices on meaning and tone. English Language Arts Standards:

• 7.RL.1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

• 7.RL.2: Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.

• 7.RL.3: Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

• 7.RL.4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.

• 7.RL.6: Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.

________________________________________________________________________________ Guided Reading Questions #1:

1. B 2. --- 3. C 4. D 5. ---

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1. --- 2. D 3. --- 4. --- 5. ---

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1. D 2. D 3. A 4. --- 5. C

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Point of View

Learning Objective: Students will analyze intentional author choice by comparing and contrasting characters, points of view, structures, mediums and citing evidence to support analysis. Students will begin to acknowledge opposing viewpoints in writing.

English Language Arts Standards


• 7.W.3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well‐structured event sequences.

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1. A 2. A 3. B and D 4. A 5. D

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Writing with Purpose

Learning Objective: Students will identify different purposes for writing. Students will develop a clear and coherent writing style for a variety of tasks, purposes, and audiences using argumentative, informational, and narrative writing types. English Language Arts Standard

• 7.W.1: Write arguments to support claims with clear reasons and relevant evidence.

________________________________________________________________________________

1. C

2. D

3. C 4. B 5. B

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MATHEMATICS - Week 2 Lesson 1: Multiplication and Division Word Problems Learning Objective: Students will be able to find missing numbers in equal groups problems, write and solve equations from word problems and match a problem situation to an equation representing the situation by solving word problems. Math Standard:

• 7.MP.1: Mathematically proficient students explain to themselves the meaning of a problem, look for entry points to begin work on the problem, and plan and choose a solution pathway.

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MATHEMATICS - Week 2 Lesson 2: Fractional Parts

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Learning Objective: Students will be able to find fractional parts of numbers, compare and order fractions by comparing them to 1/2. Math Standard:

• 7.MP.3: Mathematically proficient students construct mathematical arguments (explain the reasoning underlying a strategy, solution, or conjecture) using concrete, pictorial, or symbolic referents.

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MATHEMATICS - Week 2 Lesson 3: Converting Measures Learning Objective: Students will be able to use a constant to convert between units of measure, learn conversions between several units of measure in the U.S. Customary and metric systems by reading charts. Math Standard:

• 7.MP.6: Mathematically proficient students clearly communicate to others using appropriate mathematical terminology, and craft explanations that convey their reasoning. When making mathematical arguments about a solution, strategy, or conjecture, they describe mathematical relationships and connect their words clearly to their representations.

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MATHEMATICS - Week 2 Lesson 4: Rates and Average Measures of Central Tendency Learning Objective: Students will be able form rates and unit rates given two measures, solve rate problems by multiplying by a unit rate, find the average of a set of numbers, determine the best measure of central tendency to use to represent a set of data. Math Standards:

• 7.RP.A.1: Compute unit rates associated with ratios involving both simple and complex fractions, including ratios of quantities measured in like or different units.

• 7.SP.B.3: Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring the difference between the centers by expressing it as a multiple of a measure of variability.

• 7.SP.B. 4: .Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations.

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MATHEMATICS - Week 2 Lesson 5: Perimeter and Area Learning Objective: Students will be able to find perimeters and areas of rectangles, determine how changing the dimensions of a shape by a factor changes its perimeter and area. Math Standards:

• 7.G.A.1: Solve problems involving scale drawings of geometric figures, such as computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale.

• 7.G.B.4: Understand and use the formulas for the area and circumference of a circle to solve problems; give an informal derivation of the relationship between the circumference and area of a circle.

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SCIENCE - Week 2 Lesson 1: Prokaryotes versus Eukaryotes Learning Objective: Students will be able to distinguish between prokaryotic and eukaryotic cells and will show mastery by successfully completing a model of either a prokaryotic or eukaryotic cell. Science Standard:

• U1.8: Obtain, evaluate, and communicate information to provide evidence that all living

things are made of cells, cells come from existing cells, and cells are the basic structural and

functional unit of all living things.

________________________________________________________________________________ Prokaryotes versus Eukaryotes Answers:

1. C 2. A 3. D 4. B

Activity 2 Students have a choice to construct a simple model of either a prokaryotic cell or a eukaryotic cell. Students must submit photos of their model to you for grading. A rubric is included for

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students’ use as well as yours. If they design a prokaryotic cell, they must include and label the following structures:

• Plasma membrane

• DNA

• Cytoplasm

• A flagellum or pili

• Ribosomes

• Capsule is optional for them to design and label

They should submit a list of the above structures with a short definition of its function for the cell. Additionally, students are to submit a single paragraph explaining the key differences between prokaryotic and eukaryotic cells. Proper grammar and punctuation should be used by students.

If students choose to build a eukaryotic cell, they must include and label the following organelles in their mooel:

• Plasma membrane

• Nuclues

• Riobsomes

• Cytoplasm

• At least 3 organelles from the following list: endoplasmic reticulum, Golgi body, mitochondria,

lysosome, vacuole, cell wall (plant only), central vacuole (plant only), chloroplasts (plant only)

Students must supply a list of organelles with a simple explanation of their function and must also include the same one paragraph explanation as mentioned for a prokaryotic cell.

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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: Ancient History Learning Objective: Students will be able to evaluate the significance of past events and their effect on students’ lives and global society. Social Studies Standard:

• 7.H1.1 Analyze the rise and decline, interactions between, and blending of cultures and societies.

________________________________________________________________________________ Farewell to Manzanar questions:

1. She wrote this book as a way to share memories/tribute of her father and to find peace/forgive what

happened to her. 2. A story about one families experience in an internment camp, Manzanar, and a tribute to her father. 3. Answer will vary- We are currently experiencing civil rights issues in America. There a multiple issues it

can address- must explain. 4. Explain- answer will vary.

a. Examples: Jeanne Houston-Wakatsuki was an individual who felt the need to share her

personal experiences from living in the camp Manzanar. This book was one of the first of its

kinds and is told from a narrative that students can understand and relate too. She told a story

that was stuck with her for ages and she was able to give people who never experienced this a

peek into what life was like for them. It shows that even just one person can change the

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narrative of an entire event in history! If she never wrote her story would we really be talking

about it today in 2020?

SOCIAL STUDIES - Week 2 Lesson 2: Economics Learning Objective: Students will be able to understand how to evaluate current economic issues in terms of benefits and costs for different groups in society. Social Studies Standard:

• 7.E2.2: Evaluate current economic issues in terms of benefits and costs for distinct groups in society.

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Warm-up: Answer will vary and will be sufficient with proper meaningful student responses. Below I

offer EXAMPLES of possible answers. If student answers vary that is fine. As long as they explain.

1. NO! It is already Super cold in Alaska. I don’t want icecream. 2. No, obviously that is too much money! 3. No that is too much money!

Response update: next page:

1. Oh, well maybe people want ice cream now that is it is almost all gone! 2. Yes, it is a better deal than the other drinks

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3. Oh no! Yes! I should help buy the followers!

Did answers change?

Responses will vary based on if they how they answer the questions. Students will need explain why

or why not their answers changed. There is not right or wrong answer as long as they explain it!

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Distance Learning Packet ANSWER KEY€¦ · Math Standard: • 7.MP.1: Mathematically proficient students explain to themselves the meaning of a problem, look for entry points to