6 th Grade Home Learning Packet 5 Weeks of Work Please stay in touch with your teacher about your work on this packet. You don’t have to return this, but the teacher will check in with you often. You will receive a Pass or Fail grade at the end of the year.
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6th Grade Home Learning Packet
5 Weeks of Work
Please stay in touch with your teacher about your work on this packet. You don’t have to return this, but
the teacher will check in with you often. You will receive a Pass or Fail grade at the end of the year.
Continuous Learning Plan Elementary School 5 Week Plan
Learning Plan Overview On March 27, 2020 the New Mexico Public Education Department (NMPED) announced that schools will shift to a learn-at-home model as they will remain closed for the rest of the academic year. Schools will not be required to make up the missed instructional days between March 16 and April 3, but for the remaining weeks of the school year to be waived, districts must develop both technology-based and non-technology-based Continuous Learning Plans (CLP) to include 5 weeks of remote learning. Students and families are encouraged to utilize digital resources; however, given limited access to technology and/or reliable internet service, students may opt to participate off-line and will be provided with the resources they need. Paper-based assignments will be completed by students, but will not be submitted for traditional grading; instead teachers will assess student’s completion of activities through weekly check ins and parents will submit the “Extended Learning Parent Verification” form electronically to teachers during the final week of remote learning, due May 11-15. Students will receive a “PASS or FAIL” grade dependent on their participation. EPS will also support all continuous learning options with either digital or phone-in support as necessary. Teachers will do their best to ensure that regardless of the remote learning option selected by the family, all students will have the resources they need to meet learning targets. Teachers will be following NMPED recommended daily engagement timing for continuous learning during the 5 week learning model.
Recommended Daily Engagement Time Grade Band Time Pre-K 30 minutes Grades K-1 45 minutes Grades 2-3 60 minutes Grades 4-6 90 minutes Grades 7-12 30 minutes per class
(max 3.5 hours per day) We look forward to supporting families and students in continuing their remote learning during this unprecedented time. Attached you will find Critical Learning Goals and Activities for English Language Arts/Literacy, Mathematics and Science & Social Studies. Additional learning supports related to Arts, Physical Education, Bilingual Education & English Language Development, as well additional grade appropriate interventions for ELA and Math can be found on our district website at: www.k12espanola.org.
Critical Learning Goals & Weekly Activities • Analyzing how chapters of a book, scenes of a play, or stanzas of a poem fit into the overall structure of the piece
and contribute to the development of ideas or themes • Gaining knowledge from materials that make extensive use of elaborate diagrams and data to convey information
and illustrate concepts • Evaluating the argument and specific claims in written materials or a speech, and distinguishing claims that are
supported by reasons and evidence from claims that are not • Presenting claims and findings to others orally, sequencing ideas logically, and accentuating main ideas or themes • Writing arguments that provide clear reasons and relevant evidence, using credible sources • Writing brief reports that examine a topic, have a clear focus, and include relevant facts, details, and quotations • Conducting short research projects to answer a question, drawing on several sources and sharpening the focus
based on the research findings • Reviewing and paraphrasing key ideas and multiple perspectives of a speaker • Recognizing variations from standard English in his or her own and others’ writing and speaking, and using this
knowledge to improve language use • Determining the correct meaning of a word based on the context in which it is used (e.g., the rest of the sentence or
paragraph; a word’s position or function in a sentence)
Wk Paper Based Learning Activities Digital Learning Activities 1 Lesson from Edgenuity.com typed out verbatim
by Mrs. Omangay. Students are expected to read and answer questions. If students are struggling they have email and phone numbers of 6th grade teachers to obtain assistance.
Students are expected to work on Expectations for Edgenuity are for students to
Edgenuity.com 6th grade lessons *Students will log on to Edgenuity.com *Students have their log-on credentials. *Each lesson will continue from where the student left off *Students are asked to spend two hours per day- five days a week. They should be on each course subject (ELA, Math, Science, Social Studies)at a minimum of half an hour per day. *Teachers are able to monitor student work and progress. An email is available on Edgenuity for teachers to reach out to students about their progress or for students to ask questions. *Each Edgenuity lesson has video instruction and practice work, assignments, review, and quizz.
Continuous Learning Plan Grade 6
answer questions and/or write essays for the particular lesson.
Continuous Learning Plan Grade 6
Students are expected to complete packets that have been distributed. Teachers are available to assist students in need by phone and email. Wonders: * Unit 3.1 Your Turn Packet (pdf attached)- Students write sentences using given vocabulary words. They write to improve given passages. The packet includes diagrams for students to use to answer questions. Students read passages and answer questions that have to do with realistic fiction. Students read for comprehension and fluency.
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Unit 3.1 Spelling Packet (pdf attached) - Spelling words are word with vowel teams. Students are expected to spell words correctly as they answer questions or fill-in-the blank activities using given words. Students are expected to understand what each word means. The packet includes a portion where students must write a short passage using the spelling words correctly.
Unit 3.1 Grammar Packet (pdf attached) the packet targets action verbs and objects. Students will have an instruction piece and are asked to do activities to show their understanding as how to use action verbs and objects.
Continuous Learning Plan Grade 6
2 Students are expected to complete packets that have been distributed. Teachers are available to assist students in need by phone and email. Wonders: Unit 3.2 “Your Turn” packet: -Students write sentences using given vocabulary words. They write to improve given passages. The packet includes diagrams for students to use to answer questions. Students read passages and answer questions that have to do with realistic fiction. Students read for comprehension and fluency.
Unit 3.2 Spelling packet- Spelling words are r-controlled words. Students are expected to spell words correctly as they answer questions or fill-in-the blank activities using given words. Students are expected to understand what each word means. The packet includes a portion where students must write a short passage using the spelling words correctly.
Continuous Learning Plan Grade 6
Unit 3.2 Grammar packet- the packet targets verb tenses. Students will have an instruction piece and are asked to do activities to show their understanding as how to use the verbs in each tense.
Continuous Learning Plan Grade 6
3 Students are expected to complete packets that
have been distributed. Teachers are available to assist students in need by phone and email. *Scholastic News: Read for comprehension & fluency. -Highlight text evidence to support your answer in text. -“Coronavirus Update” “Fight for Women’s Rights, Are We Ready for Driverless Cars?”, “Take the Shamrock Challenge”: -Answer questions text.
Continuous Learning Plan Grade 6
*Science Spin- “Cat Allergy Cure” -Read for comprehension and fluency -Objective: Understand how scientist planned and carried out an investigation to see how a special cat food could prevent an allergic reaction in people. -Crosscutting concept: Cause and Effect, Variation in traits:
- *Wonders: Read for comprehension and fluency - Unit 3.3 Your Turn Packet- Students write sentences using given vocabulary words. They write to improve given passages. The packet includes diagrams for students to use to answer questions. Students read passages and answer questions that have to do with realistic fiction. Students read for comprehension and fluency.
- Unit 3.3 Spelling Packet- Spelling words are words with vowel teams. Students are expected to spell words correctly as they answer questions or fill-in-the blank activities using given words. Students are expected to understand what each word means. The packet includes a portion where students must write a short passage using the spelling words correctly.
Continuous Learning Plan Grade 6
-Unit 3.3 Grammar Packet- Students will have an instruction piece and are asked to do activities to show their understanding as how to use action verbs and objects.
4 *Scholastic News: Read for comprehension & fluency. -Highlight text evidence to support your answer in text. * Stolen Gold” (conquerors from Spain battled the Aztecs for their land and treasure) “Making Major”- League History (baseball) “Count Me In”- Government Census “Were You Fooled?”– Broom Challenge
*Wonders: Unit 3.4 Spelling Packet- Students are expected to spell words correctly as they answer questions or fill-in-the blank activities using given words. Students are expected to understand what each word means. The packet includes a portion where students must write a short passage using the spelling words correctly.
Continuous Learning Plan Grade 6
Unit 3.4 Grammar Packet- Students will have an instruction piece and are asked to do activities to show their understanding.
Your Turn Packet- Students write sentences using given vocabulary words. They write to improve given passages. The packet includes diagrams for students to use to answer questions. Students read passages and answer questions that have to do with realistic fiction. Students read for comprehension and fluency.
5 *Scholastic News: Read for comprehension & fluency. -Highlight text evidence to support your answer in text.
*Science Spin” - Read for comprehension & fluency. -Highlight text evidence to support your answer in text.
Continuous Learning Plan Grade 6
*Wonders: Spelling Packet- Students are expected to spell words correctly as they answer questions or fill-in-the blank activities using given words. Students are expected to understand what each word means. The packet includes a portion where students must write a short passage using the spelling words correctly.
Grammar Packet - Students will have an instruction piece and are asked to do activities to show their understanding.
Continuous Learning Plan Grade 6
Your Turn Packet - Students write sentences using given vocabulary words. They write to improve given passages. The packet includes diagrams for students to use to answer questions. Students read passages and answer questions that have to do with realistic fiction. Students read for comprehension and fluency.
Continuous Learning Plan Grade 6
Mathematics
Critical Learning Goals & Weekly Activities • Understanding ratios and rates, and solving problems involving proportional relationships (e.g., if it took 7 hours to
mow 4 lawns, then at that rate, how many lawns could be mowed in 35 hours? At what rate were lawns being mowed?)
• Dividing fractions and solving related word problems (e.g., how wide is a rectangular strip of land with length 3 ⁄4 mile and area 1 ⁄2 square mile?)
• Using positive and negative numbers together to describe quantities; understanding the ordering and absolute values of positive and negative numbers
• Working with variables and expressions by generalizing the way numbers work (e.g., when adding numbers, the order doesn’t matter, so x + y = y + x; likewise, properties of addition and multiplication can be used to rewrite 24x + 18y as 6(4x + 3y), or y + y + y as 3y)
• Understanding the process of solving simple equations • Writing equations to solve word problems and describe relationships between quantities (e.g., the distance D
traveled by a train in time T might be expressed by an equation D = 85T, where D is in miles and T is in hours) • Reasoning about relationships between shapes to determine area, surface area, and volume
Wk
Paper Based Learning Digital Learning Alternative
1 Students are expected to complete packets that have been distributed. Teachers are available to assist students in need by phone and email.
Worksheet hand-outs for each standard
Edgenuity.com 6th grade lessons *Students will log on to Edgenuity.com *Students have their log-on credentials. *Each lesson will continue from where the student left off *Students are asked to spend two hours per day- five days a week. They should be on each course subject (ELA, Math, Science, Social Studies)at a minimum of half an hour per day. *Teachers are able to monitor student work and progress. An email is available on Edgenuity for teachers to reach out to students about their progress or for students to ask questions. *Each Edgenuity lesson has video instruction and practice work, assignments, review, and quiz.
Continuous Learning Plan Grade 6
Continuous Learning Plan Grade 6
2 Students are expected to complete packets that
have been distributed. Teachers are available to assist students in need by phone and email.
Worksheet hand-outs for each standard
Continuous Learning Plan Grade 6
3 Students are expected to complete packets that
have been distributed. Teachers are available to assist students in need by phone and email.
Continuous Learning Plan Grade 6
Worksheet hand-outs for each standard
Continuous Learning Plan Grade 6
4 Students are expected to complete packets that have been distributed. Teachers are available to assist students in need by phone and email.
Worksheet hand-outs for each standard
Continuous Learning Plan Grade 6
5 Students are expected to complete packets that have been distributed. Teachers are available to assist students in need by phone and email.
Continuous Learning Plan Grade 6
Worksheet hand-outs for each standard
Continuous Learning Plan Grade 6
Continuous Learning Plan Grade 6
Science & Social Studies
Critical Learning Goals & Weekly Activities • World Geography – Social Studies/Country Geography • Ancient Civilization: Mespotamia, Fertile Crescent, Sumerian cities and states, The First Empires, Judiaism • Stars & Galaxies • Solar System • Planets • Gravity & Motion • Scholastic News • Science Spin
Wk Paper Based Learning Digital Learning Alternative 1 Students are expected to complete packets that
have been distributed. Teachers are available to assist students in need by phone and email. World Geography hand-out Country Geography hand-out Timeline – hand- out Mesopotamia –hand- out Galaxies – hand-out
Edgenuity.com 6th grade lessons *Students will log on to Edgenuity.com *Students have their log-on credentials. *Each lesson will continue from where the student left off *Students are asked to spend two hours per day- five days a week. They should be on each course subject (ELA, Math, Science, Social Studies)at a minimum of half an hour per day. *Teachers are able to monitor student work and progress. An email is available on Edgenuity for teachers to reach out to students about their progress or for students to ask questions. *Each Edgenuity lesson has video instruction and practice work, assignments, review, and quiz.
Continuous Learning Plan Grade 6
2 Students are expected to complete packets that
have been distributed. Teachers are available to assist students in need by phone and email. Stars hand-outs Galaxy Worksheet Galaxy Hand-out Fertile Crescent hand-out
Continuous Learning Plan Grade 6
3 Students are expected to complete packets that
have been distributed. Teachers are available to assist students in need by phone and email. Scholastic News: Science: “Coronavirus Update” Social Studies: “Fight for Women’s Rights, Are We Ready for Driverless Cars?”, “Take the Shamrock Challenge” Science Spin: “Cat Allergy Cure”
Continuous Learning Plan Grade 6
4 Students are expected to complete packets that
have been distributed. Teachers are available to assist students in need by phone and email. Scholastic News: Social Studies: “Stolen Gold” (conquerors from Spain battled the Aztecs for their land and treasure) “Making Major”- League History (baseball) “Count Me In”- Government Census Science: “Were You Fooled?”– Broom Challenge
Continuous Learning Plan Grade 6
5 Scholastic News:
Social Studies: “Earth Day: Then and Now” Science: “Can Kids Save the Planet” (Protect the Planet) “What a Waste” (Students at a school are cutting down on food waste) “Earth Day” “Turning Trash into Art” “Is it Ok to Swim with Manatees?”
Continuous Learning Plan Grade 6
Continuous Learning Plan Grade 6
Continuous Learning Parent Verification
Directions: Please complete, sign and return this form to your child’s teacher No Later than May 15, 2020. Please scan or photograph this page and email to your child’s teacher. DO NOT SEND HARDCOPIES TO SCHOOL.
As the parent/guardian of ___________________________ (insert student name),
I verify that they have completed their 5-week extended learning plan activities as
assigned to address their Literacy, Mathematics, Science/Social Studies and Family
Engagement Activities to support Physical Fitness, Health & Wellness and Fine
Arts.
My child has completed the activities via (Please check one):
Paper Based Instruction ONLY
Online Instruction ONLY
Paper & Online Instruction (COMBINATION).
I understand that completion will result in a “Pass/Complete” grade for the 4th quarter for the respective subjects.
Use this space to write any questions or thoughts about this lesson.
How does sensory language help you picture what’s happening in a story?
Cumulative Exam Questions
GROWING UP: Narrative Voice in The Jungle Book
Question 1 Question ID: b423dbd0-d43b-11e2-b2c9-bc764e043e0c Points Possible: 1 Objective: Analyze how point of view contributes to characterization
Read the following excerpt from The Jungle Book by Rudyard Kipling.
Now, Tabaqui knew as well as any one else that there is nothing so unlucky as to compliment children to
their faces; and it pleased him to see Mother and Father Wolf look uncomfortable.
Tabaqui sat still, rejoicing in the mischief that he had made.
How does the narrator characterize Tabaqui in this excerpt?
A. by using physical description B. by using characters’ dialogue C. by sharing the character’s inner thoughts D. by sharing other characters’ inner thought
Question 2 Question ID: bd986d2a-d43b-11e2-91af-bc764e043e0c Points Possible: 1 Objective: Analyze how point of view contributes to characterization
Read the following excerpt from The Jungle Book by Rudyard Kipling.
"How little! How naked, and—how bold!" said Mother Wolf, softly. The baby was pushing his way between
the cubs to get close to the warm hide. "Ahai! He is taking his meal with the others. And so this is a man's
cub. Now, was there ever a wolf that could boast of a man's cub among her children?"
"I have heard now and again of such a thing, but never in our pack or in my time," said Father Wolf. "He is
altogether without hair, and I could kill him with a touch of my foot. But see, he looks up and is not afraid."
In this excerpt, how does the narrator characterize the wolves as caring individuals?
A. by giving physical descriptions of the wolves
B. by showing the wolves’ inner thoughts
C. by showing how other characters feel about the wolves
D. by revealing the dialogue between the two wolves
Section 100:00:0000:00:00 TEACHER: We are working towards answering this lesson question-- "How does narrative point of view help you connect to
characters in a story?" You've learned more about the Jungle Book and the rules that govern the animals that live in Kipling'simaginary forest world, as seen in this image. In this part lesson, you will first look at the concept of growing up by thinking aboutaspects of a person's life
00:00:22 that mark a transfer from childhood to adulthood. Before you begin to read The Jungle Book, you will explore the role of a narratorin a story and determine the purpose of this literary device. You will also learn to recognize how the narrator uses point of view anduses it in the story.
Section 200:00:0000:00:00 TEACHER: In Unit 8, you are introduced to the unit theme of growing up. There's no one way to define the idea of growing up. It
could mean many different things to many different people. While people grow up physically, the idea of growing up is morereflective of a person's behavior and their outlook on life.
00:00:19 For many people, growing up involves meeting a challenge or difficult situation head-on. Let's use this graphic organizer on thescreen to review some of the watershed moments in a person's life that mark a transition from childhood to adulthood. One of thosetransitions is admitting mistakes and taking responsibility for your own actions. It also includes making decisions, especially those
00:00:45 that involve not only your own life, but the lives of others. And finally comes a time when you handle problems as they come. Theseideas all relate to the idea of heroism. Heroism is often the moment that truly defines a hero and comes when a person recognizesthat he or she is not a child anymore and is in fact a responsible part of a larger community.
00:01:12 Mowgli, the main character in The Jungle Book, is forced to grow up in a world quite unlike the one that he was born into. As youread the story, continue to think about how Mowgli must find his own way. Next, you'll continue thinking about what it means togrow up.
Section 400:00:0000:00:00 TEACHER: A narrator is the character or voice that tells a story. A narrator provides information about the characters. It's through
the narrator's descriptions that we learned where the characters live, how old they are, what they like and dislike, and so on. Thenarrator also tells the events of the story, such as
00:00:20 the problem that needs to be solved. Next, you'll compare a story's narrator to its author. Let's differentiate between an author and anarrator. First, we'll begin with the author. The author is a real person who writes the story. The events come from the author's mindor from his imagination. The author chooses how the story will be told.
00:00:43 Will the narrator be a character in the story, or maybe, an unknown voice? The author also determines the characters, settings, andplot within the story. And finally the author writes for a specific purpose. An author might write a story to teach readers a lesson, toinform them about a specific time period in history, or simply to make the reader laugh.
00:01:06 Now, let's take a look at the narrator. The narrator is an imagined character or voice who tells the story and has been created by the
4/5/2020 Growing Up: Narrative Voice in The Jungle Book - Instruction
author. The narrator can be a character in the story or can be an unrelated voice that describes events as they happen. The narratorcan share thoughts and feelings of characters in the story.
00:01:28 And finally, the narrator tells the story for a specific purpose. This purpose may not necessarily be the same purpose as that of theauthor. To determine the narrator's purpose for telling the story, it is often necessary to think about who the narrator is and why he orshe decided to tell the story. Next, you'll be thinking more about the differences between
00:01:50 an author and narrator.
Section 600:00:0000:00:00 TEACHER: A narrator tells a story for a specific purpose or a reason. To determine that purpose, it's necessary to read a story
carefully and think about the narrator's role in the story. As you read a story, ask yourself a few questions. One of those questionsmight be, who might be telling the story? Who is the narrator?
00:00:20 Is he or she a character in the story or an unidentified storyteller? Another question you might ask yourself is, what does the narratorwant me to know? Think about the details the narrator provides along with details that he or she hints at. And finally, why is he orshe telling me all of this? What does the narrator want me, the reader, to understand?
00:00:44 Let's use this passage on the screen to model determining the narrator's purpose in telling a story. "Julia giggled with delight, thensmashed her fists against her high chair tray and screamed. I knew I was lucky to have such a free-spirited child, but I couldn't helpbut wonder when she would become more able to control herself." Now ask yourself, who might be telling this story?
00:01:10 In the story about Julia, we can tell from reading it that the narrator is likely Julia's mother. You can also ask yourself again, whatdoes the narrator want me to know and why is he or she telling me this? Her role as narrator gives the reader an understanding ofwhat Julia is like and what a mother's job is like. And that answers to these two questions. Next, you'll answer a question aboutdetermining a narrator's
00:01:35 role in a story.
Section 800:00:0000:00:00 TEACHER: Please allow me to introduce you to the author, Rudyard Kipling. He was born in India to a British family. He was sent
to live with a foster family in England at the age of five. He went to school in England and the United States. And many of his laterstories were set in India.
Section 900:00:0000:00:00 TEACHER: We are working towards answering this lesson question-- "how does narrative point of view help you connect to
characters in a story?" Remember that a narrator's job is to be the storyteller and help the reader understand the characters and theevents in the story. The narrator's job is different from the author's job of writing the story, and the two may have very
00:00:20 different purposes. Now that you have explored the role of the narrator, you'll learn more about narration of a story and how it ispresented through the narrator's point of view. As you will learn, when you begin reading this story, a family of wolves plays a big
4/5/2020 Growing Up: Narrative Voice in The Jungle Book - Instruction
role in the story's action. How might the narration in the story share the thoughts and feelings of the wolves with the reader?00:00:44
Section 1000:00:0000:00:00 TEACHER: Narrative point of view descries who is telling a story and how the story is being told. Let's take a look at some of the
different types of point of view, and we'll start with first person. "When I got to school, I realized that I had forgotten about today'squiz." The narrator is a character in the story. The narrator uses a first person pronoun, such as I, and
00:00:24 the narrator can also use "me" to refer to himself or herself. The narrator can only share with readers what he or she knows about theactions and thoughts of the other characters. Now, let's take a look at the second person point of view. "When you got to school, yourealized that you had forgotten about today's quiz." The narrator addresses the
00:00:46 reader using the second person pronoun of "you." This gives the impression that the reader is a character in the story. Second personnarration is not commonly used in narratives. It is often used for informational text or in poetry. And let's take a look at third personpoint of view now. "When Tarek got to school, he realized that he had forgotten about today's quiz." Here, the narrator is an outsidevoice
00:01:15 or observer that tells the story to the readers. The narrator may use pronouns such as "he," "she," or "they" to refer to the charactersin the story. The narrator can use the first person pronouns, but they must be quoted in dialogue. Next, you'll think more about thecharacteristics of different points of view.
Section 1200:00:0000:00:01 TEACHER: There are two types of third person point of view, limited point of view and omniscient point of view. Let's begin with
limited point of view first. This is when the narrator knows the thoughts and the feelings of just one or a few characters in the story.To learn the thoughts and feelings of the other characters, the reader must rely on dialogue that tells what those characters say.
00:00:25 In omniscient point of view, the narrator knows the thoughts and feelings of all the characters in the story. The narrator can tellreaders anything they need to know about any of the characters. Dialogue is not necessary, although, it is usually included. Now, Iwill model looking for clues that point to either limited or omniscient point of view.
00:00:46 To determine the type of narration in a story, you can look for clues in the text that will help you answer these questions-- "is thenarrator a character in the story? Does the narrator refer to himself or herself in the first person?" If so, the narration is in first personpoint of view. "Does the narrator know the thoughts and feelings of only
00:01:08 one character?" If so, the narration is in third person, limited point of view. And finally, you can ask yourself, does the narrator revealthe thoughts and feelings of every character? If so, the narration is in the third person, omniscient point of view. I'll use this passageon the screen to model how to identify the type of narration that is being used.
00:01:33 "When the school bell rang, Jesse, Lana, and Oscar sprang to their feet. 'It's time!' said Lana excitedly. Her heart nearly skipped abeat. Jesse suddenly felt relieved. 'I thought we'd never make it,' he said. Oscar wished his friends luck, but secretly he hoped hewould be the one to get the leading role."
00:01:51 In the passage, the narrator is not a character in the story. The narrator uses the pronoun "their," "her," and "he," the pronouns, thosethree, to what is happening in the story. The narrator also reveals the thoughts and feelings of all three characters. This means that the
4/5/2020 Growing Up: Narrative Voice in The Jungle Book - Instruction
Section 100:00:0000:00:00 TEACHER: Remember that we are working towards answering this lesson question-- "how does narrative point of view help you
connect to characters in a story?" In this lesson, you read a part of "Mowgli's Brothers," a story from Rudyard Kipling's The JungleBook, and the setting of that story is similar to the image that you see on the screen. Remember that you've learned about the role ofthe narrator
00:00:22 and about the importance of narrative point of view and how it affects characterization. Next, we'll do a quick review and a quicksummary.
Section 200:00:0000:00:00 TEACHER: Let's use this graphic organizer on the screen to review this lesson's goals. You read "Mowgli's Brothers" from The
Jungle Book by Rudyard Kipling. You should now understand the role of a narrator as a storyteller. You explored narrative point ofview, and finally, you examined how point of view helps readers understand
00:00:20 characters. Using these goals, you may now have a possible answer for the lesson question which is-- "how does narrative point ofview help you connect to characters in a story?" And a possible answer you may have arrived at is "Narrative point of view shapesyour impressions of characters by describing and developing them in specific ways."
00:00:42 Now, The Jungle Book focuses on an animal world and the rules that exist for all who live there. There's a place for each of theanimals, and all animals understand their part. However, this changes when a human, baby boy comes into their lives. Predict howthis might affect the lives of the other animals that you've met so far and of the child you'll get to know
00:01:05 later in the story. How will this child grow up around creatures who are not quite like him? Will he be accepted in both the humanand animal worlds? What difficult decisions will he need to make?
4/5/2020 Growing Up: Narrative Voice in The Jungle Book - Warm-Up
Section 100:00:0000:00:00 TEACHER: Welcome to the lesson. Here is the question that we'll be answering. How does narrative point of view help you connect
to characters in a story?
Section 200:00:0000:00:00 TEACHER: Let's now take a look at the goals for this lesson. Well, you're going to read "Mowgli's Brothers" from The Jungle Book
by author Rudyard Kipling. Notice that the book is on the top of this graphic organizer because it functions as an umbrella that'sgoing to help you with these other goals listed below. You will also understand the role of a narrator as a storyteller.
00:00:23 You will explore narrative point of view. And finally, you will examine how point of view helps readers understand characters.Before you begin the lesson, let's take a look at the vocabulary words that you should know. There are six words that you need tounderstand. They are "determine," "limited," "characterization," "narrator," "omniscient," and "point of view." Take a moment
00:00:47 to jot these down in your eNotes and look up their definitions. You are just about ready to begin the lesson.
Section 300:00:0000:00:00 TEACHER: The lesson question that you're working towards answering is, "how does narrative point of view help you connect to
characters in a story?" Now you've just seen the lesson goals and the vocabulary words that will help you answer this question.Consider how well you think you could relate to or understand a boy who grew up in the jungle, maybe a jungle as seen in thisphotograph here.
00:00:21 Do you think you would have much in common with him? Would you have any shared feelings, goals, feelings, or experiences? Inthis unit, you'll be reading from The Jungle Book, a collection of stories by Rudyard Kipling. The part of the book that you will readis "Mowgli's Brothers." It tells about a boy named Mowgli who grows up in a jungle in India and is raised by a family of wolves.
00:00:42 As you read, you'll be able to compare Mowgli's life to your own in order to determine whether his experiences growing up is reallyso different from your own. Coming up, you will learn more about Kipling's famous collection of stories.
Section 400:00:0000:00:00 TEACHER: In this lesson, you we will begin reading "Mowgli's Brothers," a story from Rudyard Kipling's classic story, The Jungle
Book. The book was written in 1894, and it is set in the jungles of India. It is near a small village, and Kipling describes the jungle asan exciting, complex, and dangerous place. "Mowgli's Brothers" is about a boy who was raised by a family
00:00:23 of wolves, and in later stories, within The Jungle Book, Mowgli returns to the human world. This story has been adapted intomovies, TV shows, and other media. Although the story was written for children, it contains several statements on the clash ofcultures that existed between the British, who ruled India at the time, and the people native to India.
00:00:47 This story also expresses a strong message about laws and rules. One of the most important themes of the book is the law of thejungle, which dictates the decisions that are made both in the animal world and in the jungle of the human world. Next, you'll be
4/5/2020 Growing Up: Narrative Voice in The Jungle Book - Warm-Up
Section 100:00:0000:00:00 TEACHER: Now remember, that we are working towards answering this lesson question-- "how does sensory language help you
picture of what's happening in a story?" Recall that you have looked at how descriptive words can help paint a picture in a reader'smind. In this lesson, you will explore ways that writers use descriptive words to appeal to each of the five senses.
00:00:22 Conside this image on the screen. What does the image make you think of? Well, we have frosty windows. Think about, what does itmake you hear, feel, or even taste? Do you hear icy flakes clinking against the glass window pane? Are you able to feel the dampcold seeping through the glass?
00:00:39 Can you taste the freshness of the ice crystals hitting your tongue? Writers use imagery, or words that paint a picture, to make readersfeel, see, hear, smell, and even taste things.
Section 200:00:0000:00:00 TEACHER: Good authors try to create a scene in a reader's mind. Imagery helps them to do this. Imagery is language that suggests
how someone or something looks, sounds, feels, smells, or tastes. It is language that appeals to the senses. And again, this allows thereader to picture the scene in their own mind.
00:00:20 Let's look at this example on the screen to examine imagery. "Nina saw a lonely, yellow daffodil standing tall in a field of green grasswet with dew." Think about what the words "lonely," "standing tall," and "wet with dew" make you think about. And now, let'scompare the text with this image. This image on the screen should be something similar to what you are imagining in your mind.
00:00:48 If so, then the author produced the intended effect with his words. The author created a scene that you were allowed to picture inyour mind. Now, consider the other descriptions that we can use that appeal to make writing more vivid. Authors, as you recall, usesensory language to create imagery.
00:01:09 And they can do this by using the senses of sight, hearing, and touch. Let's examine all three examples. Let's begin with sight-- "thepencils were placed in a circle of bright colors." And on to hearing-- "the clanging alarm rings in my ear each morning." And finally,to the sense of touch--
00:01:31 "the damp soil crumbled between my fingers." Next, you will match sensory words to the senses they appeal to.
Section 400:00:0000:00:00 TEACHER: In addition to describing sights, sounds, and the sense of touch, authors also use sensory words to describe smells and
tastes. Let's discuss the two senses, smell and taste. And first, we'll begin with smell. "The sweet aroma of floral perfume filled theair." Here, we have the sensory words that describe the smell. And now, let's move on to taste.
00:00:26 "The juicy orange had a sweet and bold flavor." Now, in both examples the senses of smell and taste are closely linked and some ofthe same words, such as "sweet," describe both images. Something, such as chocolate, can both smell sweet and taste sweet. Next,you will practice choosing sensory words.
Section 7
4/5/2020 Sensory Language in The Jungle Book - Instruction
00:00:0000:00:00 TEACHER: Recall that we are working towards answering this lesson question-- "how does sensory language help you picture
what's happening in a story?" Now, you've explored ways that writers use sensory words to create imagery that paints a picture in thereader's mind. In the next part of the lesson, you'll learn to visualize a scene to make sense of imagery and the
00:00:20 sensory language that is being used in the text.
Section 800:00:0000:00:00 TEACHER: When you visualize, you use imagery in the text to create a mental picture of what's happening or what's being
described. Visualization includes a few attributes. First, you should be thinking about what's happening in the scene. What are thecharacters doing? Next, visualization includes noticing the sensory details.
00:00:22 How is the scene described? You should be identifying the words that appeal to the senses. And finally, visualization involvesimagining that you are part of the action. For example, if the text describes a dusty street in a small Western town, a reader mightimagine standing on the same street watching the action.
00:00:42 He or she would picture what the experience looks, sounds, and feels like just as if he or she were actually experiencing it with thecharacters. Next, we'll look at an example of how visualizing helps to create a picture in the reader's mind. Let's use this passage onthe screen to visualize imagery within a text. "The pickup truck pulled up to the driveway.
00:01:07 Dust and dirt seemed to billow in the air around the flatbed. The trucks suddenly stopped rumbling and became perfectly still. Papa'sseat creaked, and the door rattled open. I saw his cowboy boots jump to the ground beneath the open door. He's here, I thought.Finally!"
00:01:23 Now, we can now underline the actions and descriptions in the text. First, we have the word "billow." This shows the dust and dirtrising up behind the truck as it rumbles down the road. Also, the word "rumbling" lets me hear the noisy truck as it moves. And then,we have the word "still." The word "still"
00:01:45 helps me see the truck stop suddenly to let a man get out. And finally, we have the words "creaked" and "rattled." These two wordshelp me hear how old the truck is and how it sounded. I'm picturing in the scene a noisy, old truck coming to a stop in the driveway.The door opens and out steps the narrator's dad. I'm picturing him all dusty and dirty.
00:02:09 Maybe, he hasn't been home for a while. The fact that the dad's boots jumped to the ground makes me think that he's excited andhappy to be home. Next, you will practice visualizing within a text.
Section 1000:00:0000:00:00 TEACHER: Let's now take a look at visualizing to make sense of imagery. Visualizing imagery in the text can help a reader
understand what the author does not state directly. Let's take a look at an example of something that is stated directly. The orange Iate tasted good. Well, the speaker here tells the readers directly that the
00:00:21 orange tastes good. It's clear how he or she felt about the orange. However, it lacks details, and I can't really relate to this statement.Now, let's take a look at something that is not stated directly. The juicy pulp dripped through my fingers as the refreshing tang coatedmy mouth with sweet citrus flavor.
4/5/2020 Sensory Language in The Jungle Book - Instruction
00:00:41 Let's take a look at some of the details that the author used here. Juicy pulp dripped. I can actually feel the juice of the orangedripping down my hands. I mean, at least I think I can. And also, the author uses the phrase, the refreshing tang. Here, I can taste thesourness of the orange.
00:00:59 And finally, the author says, sweet citrus flavor. Now the mix of the sweet and the sour taste makes me feel like I'm actually eatingthe orange. So the three details that are used here helps you visualize what the author is describing. So you can see that the sentenceis describing an experience that the speaker finds enjoyable, even though the information is not directly stated.
00:01:24 Next, you'll think more about visualizing to interpret imagery in a text.
Section 1200:00:0000:00:00 TEACHER: Let's recap the key events that have occurred so far in "Mowgli's Brothers." First, Father and Mother Wolf wake up for
the day and hear Tabaqui the jackal at their cave entrance. They learn that Shere Khan a jungle tiger, has changed his hunting ground.Shere Khan goes after some humans at their camp and burns himself in their fire.
00:00:22 Father Wolf runs out to see why Shere Khan is yelling and jumps at a noise in the bushes. The noise is coming from a human childwho shows no fear of Father Wolf. And finally, Father Wolf takes the child to his cave, and the child settles in with the wolf cubs. Inthe next part of the story, Shere Khan attempts to assert his power and take the child from the wolf family.
00:00:47 Now, predict what you think it might happen before you continue to read.
Read the passage. Use the make, confirm, and revise predictions strategy to help you understand the theme.
Stuck Together
Rosa entered her apartment building just as a woman with red hair was coming out. The woman nodded at Rosa but didn’t say anything. Rosa remembered seeing the woman when she was getting mail, but other than that, Rosa had no idea who she was. Then again, Rosa didn’t know anyone in the building. She and her mother had just moved in a month ago, and while people weren’t rude, they weren’t exactly friendly, either. Everyone kept to himself or herself. Rosa missed the people in her old building where tenants knew one another and chatted in the lobby, knocked on doors to borrow milk, and had a big holiday party annually.
Rosa pushed the “up” button on the elevator and allowed her backpack to drop to the floor as she waited for the elevator to arrive. And waited. And then she waited some more. “Oh no,” she muttered quietly to herself, “not again.”
Rosa lived on the seventh floor. Sighing, she slung the strap of her heavy backpack over her shoulder and trudged slowly up the stairs. By the time she got to her floor, there were beads of sweat rolling down her face. Rosa’s mother was inside the apartment, painting the walls. “Que pasa, mija?” asked her mother.
“I had to walk up the stairs, again. Somebody should do something about that elevator,” Rosa answered.
“I called the landlord several times, but I haven’t heard anything back,” her mother told her.
The next morning, Rosa and her mother walked to the elevator and hoped for the best. Luckily, the elevator actually arrived. There were a few people already on it, including the red-haired lady. Rosa and her mother entered, and the doors closed behind them. People smiled, but no one spoke. That is, nobody spoke until they realized that the elevator wasn’t moving.
“Great,” the woman with the red hair said sarcastically.
“I’ve written to the landlord about how frequently this broken elevator malfunctions,” said a man with a black briefcase. He pulled the red alarm button, and it began to clang outside the door. “Now we just have to wait until someone hears the signal and pushes a button for the elevator.”
Rosa looked at her mom, who smiled and said, “It doesn’t seem like the landlord is listening to our complaints. Maybe if we all got together and pressured him, he would fix the elevator.”
“I don’t know,” said a man in jogging shorts. “I don’t really like to get involved in problems.”
Rosa smiled at him. “You’re stuck in an elevator. You’re already involved.” She put out her hand. “I’m Rosa, in 7L, and this is my mom, Maria.”
The man shook Rosa’s hand. “Okay, you have a point. I’m Saul, 8R.”One by one, everyone in the elevator introduced himself or herself, and as they
waited, they talked about the difficulties they’d been having with the elevator and ways to get the landlord to fix it.
“Perhaps if we could write a letter and have everyone in the building sign it, the landlord would listen,” someone suggested.
“We could say that we are going to contact the city’s housing department,” Saul put in. “Or if we all say that we won’t pay our rent, I bet we get the elevator fixed.”
“I can write the letter,” offered Rosa’s mother. The other people in the elevator agreed to
review the letter and help get signatures from all the building’s tenants.
Just then the elevator started descending again. As it made its way down to the first floor, Rosa felt proud of her mother for getting everyone to agree to work together. Maybe this building would turn out to be as friendly as the old one. At the very least, it would have a working elevator.
“Rosa, it’s a great way to practice your Italian,” my mother had told me. She had asked me to babysit for Christina, my four-year-old cousin from Italy.
“La palla!” Christina screams from the backyard. “What are you saying?” I mumble. Crying, she points up at a red ball caught
in the tree. My neighbors, the Chens, rush over. “Why is Christina screaming?” they ask. “Her ball’s up there,” I reply. “Get some other balls from the bin, Rosa,” Mrs. Chen suggests. “We’ll toss
them up and try to free hers.” Agreeing, we throw balls into the tree, knocking the red one down. “La palla,”
I say, handing Christina her ball. Mr. Chen says, “Rosa, you speak Italian!”
Answer the questions about the text.
1. List three text features that let you know this is realistic fiction.
2. From what point of view is the story told? How do you know?
3. How is foreign language dialogue used to portray Christina?
4. How does the first sentence of the text foreshadow future events?
In each item below, underline the context clues that help define the word in bold. Then write the word’s meaning on the line.
1. Rosa missed the people in her old building where tenants knew one another and chatted in the lobby, knocked on doors to borrow milk, and had a big holiday party annually.
2. “Oh no,” she muttered quietly to herself, “not again.”
3. Sighing, she slung the strap of her heavy backpack over her shoulder and trudged slowly up the stairs.
4. Sighing, she slung the strap of her backpack over her shoulder and trudged slowly up the stairs. By the time she got to her floor, there were beads of sweat rolling down her face.
5. “I’ve written to the landlord about how frequently this broken elevator malfunctions,” said a man with a black briefcase.
6. Just then the elevator started descending again. As it made its way down to the first floor, Rosa felt proud of her mother for getting everyone to agree to work together.
A. Read each word below and listen for the sound of the vowel team. Sort the words by writing them in the correct column below. Underline the vowel team in each word.
moisten
painful
guarantee
agreed
household
straighten
impeach
about
exploit
creatures
ai as in main ea as in reader ee as in breezy ou as in mouth oi as in coil
B. Find the word in each row that has a vowel team used in the chart above. Write the word on the line, divide the word into syllables, and circle the vowel team.
It had snowed hard during the night. The snow was very deep. Sally and her sisters built a snow fort. They saw that their elderly neighbors needed help shoveling their sidewalk. Sally and her sisters discussed together the idea of helping them.
A. Read the draft model. Use the questions that follow the draft to help you think about transitional words and phrases that will make it easier for readers to keep track of where and when events take place.
1. What transitional words and phrases would show when Sally and her sisters built the fort? What words and phrases would show when other events happened?
2. What transitional words and phrases would show where different events took place?
3. What other words and phrases would help guide the reader smoothly from one event to the next?
B. Now revise the draft by adding transitions to help readers keep track of when events take place and where the sisters are when events occur.
The student who wrote the paragraphs below used relevant details from two different sources to respond to the prompt: Imagine that Tía Lola visited the castle and solved the king’s problem. Write a scene in which Tía Lola talks to the musicians and solves the king’s problem.
When Tía Lola entered the courtyard, she saw that the musicians were just as disappointed as the king. They slumped in their chairs, like a defeated sports team. Tía Lola decided to give the musicians a pep talk. “Hola!” she said. “I heard each of you play for the king. You are all very talented!” Most of the musicians sat up a little straighter, but the violinist crossed his arms.
“Then why isn’t the king satisfied?” he asked. “Well,” explained Tía Lola, “The king’s servant told me that the king missed
the chorus of birds that sing together in the summer. Each bird sang a different song, but hearing their combined songs made the king happy.”
The musicians listened, so Tía Lola continued. “You have brought music from all over the world, and while each of your songs is impressive, just think how beautiful it would sound if you all shared your music and played together!”
All of the musicians—including the violinist—agreed, and began to play together. The king heard the music and smiled.
Reread the passage. Follow the directions below.
1. Where does Tía Lola talk to the musicians? Circle the transitional phrase that shows where this scene takes place.
2. Draw a box around the relevant details that show why the king was disappointed.
3. Underline the dialogue that shows how Tía Lola solved the king’s problem.
4. Write one of the action verbs on the line.
Write to Sources
110 Practice • Grade 6 • Unit 3 • Week 1
Name
56 Grammar • Grade 6 • Unit 3 • Week 2
Grammar: Verb Tenses
A. Write the past tense of each verb.
1. climb
2. pretend
3. examine
4. pick
5. charge
B. Write the future tense of each verb.
6. excuse
7. travel
8. watch
9. disagree
10. paint
• The present tense of a verb tells what a subject is doing now.
• The past tense tells what has already happened. It is usually formed by
adding -d or -ed to the base form of the verb.
• The future tense tells what is going to happen. It is usually formed by
adding the helping verb will to the base form of the verb.
4-3Problem Solving: Draw a Picture and Write an EquationDraw a picture and write an equation to solve each problem.
1. Mike has already driven 176 laps. The race is 250 laps long. How many more laps does he have to drive to finish the race?
2. Antonio found 133 golf balls in the water. He picked up a total of 527 lost golf balls. How many golf balls did he find in the weeds and bushes?
3. A lumber company plants 840 trees. If the company cuts down 560 trees, how many more trees did it plant than it cut down?
4. Writing to Explain What operation would you use to solve this problem? Why?
Erik wants to buy a new stereo for $359. He has $288 saved already. How much more will he have to save to buy the stereo?
5. Reasonableness Write an estimate that will show if 77 is a reasonable solution to the equation 14 � m � 91.
6. Juan brought 87 pounds of recyclables to the recycling center. He brought 54 pounds of glass, and the rest was plastic. Which equation could be used to find p, the number of pounds of plastic Juan recycled?
Problem Solving: Draw a Picture and Write an EquationDraw a picture and write an equation to solve each problem.
1. Mr. Conover bought 6 boxes of pastels for his art class. He paid $4.50 for each box. What was the total cost of the boxes?
2. A company charters boats for whale watching. The company chartered 13 boats. There were a total of 325 passengers on the boats. What was the average number of passengers per boat?
3. A store sells 5-gallon bottles of water for $8. The store made $288 on Monday selling the water. How many bottles were sold?
4. A sign at a recycling center states that 118 pounds of recycled newspapers saves one tree. How many pounds of newspapers will save 3 trees?
5. Algebra Students mailed invitations to a play to 414 parents. Each student mailed 18 invitations. If s equals the number of students who mailed invitations, which equation best shows the number of invitations that were mailed?
4-1PropertiesofEquality 1. If 16 1 4 5 20, does 16 1 4 2 4 5 20 − 4? Why or why not?
2. If 2d 4 4 5 5, does 2d 4 4 1 6 = 5 1 4? Why or why not?
3. If 12 2 8 5 4, does (12 2 8) 4 2 5 4 3 2? Explain.
4. If 7t 5 70, does 12 3 7t 5 12 3 70? Explain.
5. CriticalThinking Emil and Jade have equal amounts of play money in two piles. Emil has $1 and a quarter in his pile. Jade has 5 quarters in her pile. If Emil gives Jade $1 and Jade gives Emil 4 quarters, will the two piles still be equal in value? Explain.
6. Which equation shows the Multiplication Property of Equality if n 1 4 5 11?
A (n 1 4) 3 2 5 11 B (n 1 4) 3 2 5 11 4 2
C (n 1 4) 3 2 5 11 3 4 D (n 1 4) 3 2 5 11 3 2
7. WritingtoExplain Bobbie wrote y 1 6 5 15. Then she wrote (y 1 6) 4 3 5 15. Explain why the second equation is not balanced and how to balance it.
30429_T04_19-24.indd 23 1/8/10 9:42 PM
1-10 90 80 70 60 50 40 30 20 10 0
1)
2 in
3 in
2)
39 yds
46 yds
3)
9 mm
5 mm
4)
92 in
44 in
5)
10 km
4 km
6)
65 mm
95 mm
7)
23 m
74 m
8)
15 km
19 km
9)
32 mm
20 mm
10)
15 m
12 m
1. 3 in2
2. 897 yds2
3. 22.5 mm2
4. 2,024 in2
5. 20 km2
6.
3,087.5mm2
7. 851 m2
8. 142.5 km2
9. 320 mm2
10. 90 m2
Find the area of each triangle. Units are not to scale.
Finding Area of Triangles
Math www.CommonCoreSheets.com
Name:
Answers
3
1-9 89 78 67 56 44 33 22 11 0
1) 2) 3)
4) 5) 6)
7) 8) 9)
3
5
3
5
The area of a right triangle ishalf the area of the rectangle
that would surround it.
In this example, the surroundingrectangle would have an area of
15 blocks (15 b2).
Half of 15 is 7.5This right triangle has an area of
7.5 b2.
1. 35 b2
2. 15 b2
3. 14 b2
4. 21 b2
5. 31.5 b2
6. 20 b2
7. 22.5 b2
8. 31.5 b2
9. 8 b2
Find the area of each triangle in blocks (b).
Finding the Area of Right Triangles with a Grid
Math www.CommonCoreSheets.com
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Answers
1
1-10 90 80 70 60 50 40 30 20 10 0
1)
17 in
10 in
2)
15 mm
19 mm
3)
17 mm
13 mm
4)
2 km
9 km
5)
77 mm
24 mm
6)
19 m
11 m
7)
76 ft
82 ft
8)
18 m
19 m
9)
12 km
13 km
10)
100 ft
81 ft
1. 85 in2
2. 142.5 mm2
3. 110.5 mm2
4. 9 km2
5. 924 mm2
6. 104.5 m2
7. 3,116 ft2
8. 171 m2
9. 78 km2
10. 4,050 ft2
Find the area of each triangle. Units are not to scale.
Finding Area of Triangles
Math www.CommonCoreSheets.com
Name:
Answers
1
1-9 89 78 67 56 44 33 22 11 0
1) 2) 3)
4) 5) 6)
7) 8) 9)
3
5
3
5
The area of a right triangle ishalf the area of the rectangle
that would surround it.
In this example, the surroundingrectangle would have an area of
15 blocks (15 b2).
Half of 15 is 7.5This right triangle has an area of
Find the area of a rectangle that is 8 inches long and 3 inches wide.
Use Counting Draw the rectangle on graph paper. Let each square represent 1 square inch.
3 inches
8 inches
Count the squares inside the rectangle. There are 24 squares, so the area is 24 sq in.
Use a Formula Use the formula for area.To find area, multiply length times width.
A 5 ℓ 3 w ℓ 5 length, w 5 width A 5 8 3 3 ℓ 5 8, w 5 3A 5 24
The area of the rectangle is 24 sq in.
A path around a garden measures 8 ft by 7 ft. The garden measures 4 ft by 3 ft. What is the area of the path?
Use Counting Draw the figure on graph paper. Let each square represent 1 square foot.
7 feet
8 feet
3 ft
4 ft
Count the squares in the path only. There are 44 squares, so the area is 44 sq ft.
Use a Formula Find the area of the path and the garden together. Then subtract the area of the garden. Path: Display: A 5 ℓ 3 w A 5 ℓ 3 wA 5 8 3 7 A 5 4 3 3A 5 56 sq ft A 5 12 sq ft
56 2 12 5 44, so the area is 44 sq ft.
Find the area of each figure.
1.
14 mm
6 mm 2.
12 yd
25 yd
3.
19 m
20 m21 m
9 m
4. Suppose a rectangular path around a rectangular garden measures 4 meters by 7 meters. The garden measures 3 meters by 6 meters. What is the area of the path?
17-3Area of Parallelograms and TrianglesFind the area of each parallelogram or triangle.
1. 2.
3. Triangle 4. Parallelogram 5. Triangle b � 30 m b � 18 in. b � 20 ft h � 15 m h � 2 ft h � 3 yd
6. Writing to Explain The area of a triangle is 42 square inches. The triangle’s base is 6 inches. Find the height of the triangle. Explain how you do it.
7. Number Sense A parallelogram has a base of 4 m and a height of 3 m. Find the area of the parallelogram in square centimeters.
8. Estimation Which is the best estimate of the area of a triangle that has a base of 23.62 cm and a height of 8.33 cm?
A 200 cm2 B 160 cm2 C 100 cm2 D 50 cm2
9. Reasoning The area of a figure is 36 cm2. Give 4 possible shapes of the figure. Where possible give 3 possible sets of dimensions for each possible shape.
1) What were the students scores for the math test?
2) Which class earned the most points?
3) How long is each girls hair in your class?
4) How many branches does the oak tree have?
5) How long did each person take to eat lunch?
6) What were the scores for the basketball team this season?
7) How many cities had more than 2" of snow?
8) How many girls are in your class?
9) How many goals did the homeruns did the home team score?
10) How much money did the different classes earn?
11) How many apps do my classmates have on their phones?
12) Which football game had the most touchdowns this season?
13) How many siblings do you have?
14) How many cars were sold this month?
15) How old are the paintings in the museum?
16) How many classmates have a game app on their phone?
17) Which tree is the tallest in the park?
18) How many inches of snow did each city get?
19) How many hours did you sleep each day this month?
20) How many Elvis songs does each person recognize?
1. yes
2. no
3. yes
4. no
5. yes
6. yes
7. no
8. no
9. no
10. yes
11. yes
12. no
13. no
14. no
15. yes
16. no
17. no
18. yes
19. yes
20. yes
Determine if the question posed is a statistical question (yes) or not (no).
Finding Statistical Questions
Math www.CommonCoreSheets.com
Name:
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SCIENCE &
SOCIAL STUDIES
Name Class Date
Concepts and Challenges in Earth Science, Teacher’s Resources CD-ROM(c) by Pearson Education, Inc./Globe Fearon/Pearson Learning Group. All rights reserved. The Sun and Other Stars
What are galaxies?Lesson ReviewComplete the table by placing a check mark in the correct column.
TYPES OF GALAXIES
Characteristic Ellipticalgalaxy
Irregulargalaxy
Spiralgalaxy
1. Rounded
2. No definite shape
3. Thick center and flattened arms
4. Made up of billions of stars
5. Least common type of galaxy
6. Contains the oldest stars
7. One typed is barred
8. Smaller and fainter than other types of galaxies
Identify the galaxy shown in the diagram. Then, write threefacts about this galaxy in the spaces provided.Galaxy name: ________________________________________
Concepts and Challenges in Earth Science, Teacher’s Resources CD-ROM(c) by Pearson Education, Inc./Globe Fearon/Pearson Learning Group. All rights reserved. The Sun and Other Stars