Distance Learning Packet Week 2...4. I am a vegetarian, ----_____ I don’t eat any meat....

8th GRADE

Distance Learning Packet

Week 2

1

Table of Contents ENGLISH LANGUAGE ARTS

ELA Lesson 1………………………………………………………………………… page 2

ELA Lesson 2………………………………………………………………………… page 6

ELA Lesson 3………………………………………………………………………… page 10

ELA Lesson 4………………………………………………………………………… page 12

ELA Lesson 5…………………………………………………………………………… page 15

MATHEMATICS

Math Lesson 1………………………………………………………………………… page 17

Math Lesson 2………………………………………………………………………… page 25

Math Lesson 3………………………………………………………………………… page 30

Math Lesson 4………………………………………………………………………… page 34

Math Lesson 5………………………………………………………………………… page 40

SCIENCE

Science Lesson 1……………………………………………………………………... page 46

Science Lesson 2……………………………………………………………………... page 52

SOCIAL STUDIES

Social Studies Lesson 1……………………………………………………………... page 58

Social Studies Lesson 2……………………………………………………………… page 65

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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 “Welcome back cadets, today we are talking about verbs, but first, we need to review

what a “subject” is to completely understand today’s lesson!”

Subject: A subject is the part of the sentences that does something or is talked about.

Example: The kids on my block play basketball at the local park “Kids” is the subject because they are the ones who play basketball.

Verb: A verb is a word that shows action or links a subject to another word in a

sentence.

Example: The kids on my block play basketball at the local park.

“Play” is the verb because it is the action and tells us what the subject (kids) is doing.

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Let’s Run a Drill: Directions: Underline the action verb in the given sentences

Example: Angela dreams of going to college.

(“dreams” is the verb because it something Angela is doing)

Your Turn: 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.

What are linking verbs?

Linking verbs are words like is, are, was, and were because they “link” the subject to nouns or adjectives.

Example: The decorations were colorful streamers of crepe paper

(“were” is the linking verb because it connects decorations to the adjective, colorful).

Note: The verbs you just underlined are called action verbs. Now, we are going to learn about linking verbs.

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Let’s Do a Drill: Directions: Underline the linking verbs in the sentences.

Ex: The theme of our dance was “Friends Forever.”

Your Turn: 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 Jak were hiding from the “matchmaker.”

5. One of the chaperones is my dad.

Today’s Boot Camp Challenge: Helping Verbs

What are Helping Verbs?

Helping verbs come BEFORE main verbs in a sentence. They tell more about exactly when and how the

action of a sentence is taking place.

Example: The dance was enjoyed by almost everyone.

(“Was” is the helping verb; “enjoyed” is the main verb)

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Let’s Do a Drill: Directions: Underline the helping and main verbs in the sentences below.

Example: The gymnasium at the school had become a disaster area.

(“had” is the helping verb and “become” is the main verb).

Your Turn: 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.

6

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:


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

lesson.

Adverbs What are Adverbs?

Adverbs tell us how, where, and when something is done. In other words,

they describe the manner, place, or time of an action.

Commonly adverbs are formed from adjectives

➔ Many adverbs end with “ly.” You make these adverbs by adding a “ly”

Adjectives Adverbs

Kind Kindly

Happy Happily

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Wonderful Wonderfully

Loud Loudly

Sad Sadly

Beautiful Beautifully

Sweet Sweetly

Let’s do a Drill: Directions: Underline the adverb in the following sentences.

Hint: Look for words that tell us more about the verb and end in “ly”

Ex: Lightning striked continuously driving jagged spears into the dark night.

Your Turn: 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.

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Part 2: Not All Adverbs End in “ly”

Occasionally, adverbs don’t end in “ly” but are used to tell the reader how, when, where, how often, or

how much.

Here are some sample sentences:

How Example: The test went well.

Explanation: They are telling us HOW the test went.

When Example: I will call you tomorrow

Explanation: They are saying WHEN they will call

them.

Where Example: We’ll set up our tent here.

Explanation: They are describing WHERE the tent

will be.

How often Example: I never go to the pool.

Explanation: They are telling HOW OFTEN they go.

How Much Example: She is very kind.

Explanation: They are telling us about the

expansion/ amount of their kindness.

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Let’s Run a Drill: Directions: Circle or underline the adverbs in the following sentences.

Example: Jess is really good at filming and editing on Tik Tok.

Your Turn:

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!

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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:


________________________________________________________________________________ Directions: Work your way through following activities on prepositions to complete the ELA

“Bootcamp” lesson.

Prepositions

What are Prepositions?

Prepositions are words that show position or direction.

List of Common Prepositions

Aboard about above according to across after against along alongside among

around at because of before behind below beneath beside between from

in front of inside inside of in into like near next to of off on on top

onto opposite out outside over past since through throughout to toward

under underneath until unto up upon with within without

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Let’s Run a Drill: Directions: Underline or circle the prepositions in the following sentences.

Ex: The dog is underneath the kitchen table.

Your Turn: 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?

What is a Prepositional Phrase?

Prepositions never appear alone. A preposition phrase is a group of words including a preposition from the

list above.

Ex: Raul’s friend looked in the dirty laundry.

Ex2: They wandered around the house looking for him.

Let’s Run a Drill: Directions: Underline each prepositional phrase in the following sentences.

Hint: Use the prepositions list for help!

Ex: I was late for my guitar lesson tonight.

Your Turn: 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:


________________________________________________________________________________ Directions: Work your way through following activities on conjunctions to complete the ELA


Conjunctions

What is a conjunction?

A conjunction is a word or group of words that connect two phrases that are not equally

important.

Ex: You can eat your cake with a spoon or fork.

Coordinating Conjunctions

What are Coordinating Conjunctions?

Coordinating conjunctions connects a word to a word, a phrase to a phrase, or a clause to a clause.

And, but, or, nor, for, so, yet.

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Let’s Run a Drill: Directions: Fill in the blank with the proper coordinating conjunction from the list above

Example: His two favorite sports are football __and__ tennis.

Your Turn 1. Would you rather have cheese _______ bologna on your sandwich?

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

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

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

Correlative Conjunctions

What are Correlative Conjunctions?

Correlative conjunctions are conjunctions used in pairs like the examples below.

Either, or neither, nor not only, but also whether, or as, so

Let’s Run a Drill: Directions: Fill in the blank with the correct pairs of correlative conjunctions from the list above

Example: We are going to the beach __whether__ it’s sunny __or__ cloudy.

Your Turn:

1. ______________ whales ________________dolphins are fish.

2. Dad put up a basketball hoop for _____________ my brother ____________ me.

3. Josh can __________ shoot three-pointers _________ get nothing but net.

4. Because of his busy schedule, he will join ______________ the school team ______________a local

team.

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Today’s Boot Camp Challenge: Subordinating Conjunctions

Subordinating Conjunctions

What are subordinating conjunctions?

A subordinating conjunction is a word or group of words that connect two clauses that are

not equally important.

after, as though, since, until, although, because, so that, when, as, before, then, whenever, as

if, even though, though, wherever, as soon as, if unless, while

Let’s Run a Drill: Directions: Underline the subordinating conjunction in the given sentence.

Example: Melody will bring us the tomato plants as soon as she returns from Boston.

Your Turn:

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

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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:


________________________________________________________________________________ Directions: Work your way through following activities on interjections to complete the ELA


Interjections

“ Congrats cadets, we are almost complete with Part of Speech Bootcamp! You have

gained so many skills to take with you into 8th grade! We will finish up our training

with interjections.”

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Let’s Run a Drill: Directions: Underline the interjection in the given sentences.

Example: Wow! That was some race!

Your Turn: 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

What is an Interjection?

An interjection is a word or phrase used to express strong emotion or surprise. In the comic above, the

characters say “Shoot!”, “Ow!”, “Oops!”. These are all examples of interjections.

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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.

________________________________________________________________________________ Directions: As you read through the following lesson, fill in the guided Cornell Notes attached to this

packet for Rational Numbers. Once you have the notes complete, answer the practice questions.

Parts of an Equation/Expression

Equation: a mathematical statement with an equal sign.

Expression: a mathematical phrase (there is not a solution given).

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Coefficients: The constant that is multiplied with the variable.

Leading Coefficient: The constant in front of the variable with the largest exponents

a. !" = #

"𝑥

The coefficient is #". When the term is presented as a fraction with the variable, separate the

fractions and variables if possible. This will allow you to see any invisible numbers.

b. 2+4x

The coefficient is 4 because it is the factor paired with the variable x.

c. 4x2+2x+9

The coefficients are 4 and 2 because they are both paired with variables. The leading

coefficient is 4 since x2 is larger than x.

Variables: an unknown variable.

Constant: a known variable that does not change.

Factors: values that you multiple together; in equations and expressions the factors are the

coefficients and variables.

Operator: The symbol of the operation to be performed.

Terms: a single value or variable, or a combination of coefficients and variable that are separated by

plus signs, minus signs, and sometimes division.

a. 3x 1 term since there is not an operator

b. 2x+4 2 terms separated by the operator +

c. 34-x 2 terms separated by the operator -

d. 2(3x+2) still only 2 terms since it is equal to 6x+4 after distributing the factor

2 to all values in the grouping symbols

e. !&− 4𝑥& + 3 3 terms (1st term is #

&𝑥); the second term is −4𝑥&; the third term is +3

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Like Terms: if the terms have the same variable raised to the same power, you can combine the

coefficients.

a. 3x+2x -0 becomes 5x

a. 3x and 2x both have a variable of x so you can add 3+2

b. 2x+4

a. There are no like terms

c. 5x2+34-x+4x+x2 becomes 6x2+3x+34

a. 5x2+1x2-1x+4x+34 (Write with the variable next to each other and show

any invisible 1)

b. 6x2+3x+34 (Combine the coefficients and keep the variables)

c. You cannot combine 6x2 and 3x since the exponents with the coefficient

do not match.

d. 2(3x+2)

a. (2 ∗ 3𝑥) + (2 ∗ 2) Distribute the 2 to both 3x and 2

b. (6x) + 4 Multiple the factors.

Polynomials: Equations and expressions with one or more terms.

Monomials One Term 2a

Binomials Two Terms 2a + 5

Trinomials Three Terms 4a2+2a+5

Polynomials 4+ Terms 4a2+2a+b+5

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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)

1. 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

Variables

Constants

Factors

Terms

21

Like terms

Operator

Polynomials

Example 1

Identifying the coefficient

a. !"

b. 2+4x

c. 4x2+2x+9

Example 2

How many terms are

there?

a. a. 3x

b. b. 2x+4

c. c. 34-x

d. d. 2(3x+2)

e. e. !&− 4𝑥& + 3

Example 3

Combining Like terms

a. 3x+2x -0

b. 2x+4

c. 5x2+34-x+4x+x2

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d. 2(3x+2)

Summary:

Practice

1. A formula for the area (A) of a parallelogram is A=bh. a. How many variables are in this formula? b. What are the coefficients? c. How many terms are there?

2. Simplify: 3a + 4a

3. Simplify: -12b + 6b -4b

4. Simplify: 5a2 – 6a + 7a2 + 3a – 2 + 8a + 7

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5. Label the parts of this expression: 5a2 – 6a + 7a2 + 3a – 2 + 8a + 7

6. Identify the terms in the expression: 5a2 – 6a + 7a2 + 3a – 2 + 8a + 7

7. Simplify: 7xy – 4x + 2y + 6xy – 3x

8. Simplify: (12ab2 – 7a2b) + (3ab + 4a2b + 6ab2)

9. Simplify: 4x3 + 3x2y + 2xy2 – 6y3 + 5x3 - 12x2y + 6xy2

10. Identify the parts of the expression, including the terms

4x3 + 3x2y + 2xy2 – 6y3 + 5x3 - 12x2y + 6x

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Algebra Challenge (Give these your best shot): Create a Venn Diagram (should have 4 circles) showing the overlap of variables, constants, factors,

coefficients, and term.

Using your Venn Diagram, fill in the blanks below.

1. A factor can be a ____________, ________________, or coefficient, but is never

a___________.

2. A numeric coefficient is always a _____________ and a ___________ but is never a variable

or a term.

3. A variable can be a ____________ or a factor, but not a ______________ or a numeric

coefficient.

4. A constant can be a _____________, ______________, or a numeric coefficient, but not a

______________.

5. A term can be a _____________ or a ________________, a combination of the two, but not a

__________ or a coefficient.

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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:




Inverse Operations: Undoing operations by applying the opposite operator

Equality Properties: To maintain balance with equations, operators have to be applied to

both sides of the equal sign.

a. W + 5 = 16 Given

-5 = -5 The constant in the equation is +5. The opposite of +5 is -5

W + 0 = 11 Use the Equality Property to subtract 5 from both sides to get W

W = 11

b. W - 5 = 16 Given

+5 +5 The constant in the equation is -5. The opposite of -5 is +5

W + 0 = 21 Use the Equality Property to add 5 to both sides to get W

W = 21

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Equations and Expressions

Cornell Notes

Topic: Linear Equations

Course:

Class:

Date:

Objective (What I need to know to do by

the end of the lesson)

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

isolating the variable


Inverse Operations

Equality Properties

Example 1

Equality Property of

Subtraction

a. W + 5 = 16 Given

b. 25 + n = 11 Given

Example 1


Addition

a. W - 5 = 16 Given

b. -25 + n = 11 Given

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Summary:

Practice

1. m - 6 = 18

2. a – 1 + 2 = 9

3. 15 = m – 4

4. x + 5 = 20

5. z - 23 = 10

6. 10 + x = 30

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7. 12 + f = 24

8. #5 + x = 5

9. a + &7 = 1

10. 4.36 + x = 8

Algebra Challenge:

1. -21 = p + 9

2. x + #5= "

:

3. A swimming pool is 57 full. A maintenance man removes some of the water so that the pool is #

"

full. As a fraction of the pool’s total capacity, how much water was removed?

29

4. Many chemists use kelvins to describe temperatures. To convert from a temperature in

degrees Celsius to kelvins, a chemist will use the equation 𝑇<=>?@A? + 273.15 = 𝑇B=>C@D

(Remember that subscripts are just placeholders to show that temperature is in Celsius and

the other in kelvin since both variables are technically T for temperature.). What is the

temperature in kelvins if it is 10.3 degrees Celsius?

5. A movie theater needs to sell 3500 tickets over a single weekend to cover its operating

expenses before it starts making a profit. If it sells 1278 tickets on Friday, what is the minimum

number of tickets it needs to sell over the rest of the weekend to make a profit? Write an

equation and then solve it.

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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:




Inverse Operations: Undoing operations by applying the opposite operator

Equality Properties: To maintain balance with equations, operators have to be applied to

both sides of the equal sign.

Finding the value of a variable when the variable is being divided.

E5 = 4 Given

#5w = 4 Separate the coefficient and variable

5#∗ #5 w = 5

#∗ 5# The inverse of #

5 is 5

# so multiply both side by 5

#

w = 16

Finding the value of a variable when the variable is being multiplied.

a. W 5 = 15 Given

W 77 = #7

7 The inverse of times 5 is divided by 5 (fractions are division)

W = 3 Divide both sides by 5

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Cornell Notes

Topic: Linear Equations

Course:

Class:

Date:



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

variable


Inverse Operations

Equality Properties

Example 1


Multiplication

E5 = 4 Given

Example 1


Division

W 5 = 15 Given

Summary:

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Practice

Find the value of each variable.

1. m 6 = 18 6. 8y = 24

2. F!= 3 7. "

5𝑦 = 11

3. 210 = 3x 8. 8 = − 7#&𝑛

4. x 5 = 20 9. -15 = 3x

5. 2x = 10 10. -20 = I7

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Algebra Challenge (2 Step equations)

11. 10 + 2x = 30

12. 12 – f = 24

13. #5 + x = 5

14. a + &7 = 1

15. !7− 7 = 8

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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.



What is an exponent?

An exponent is a valued raised to a power. These values are multiplied by itself.

What are the parts of an exponent?

base 5" exponent/power

Base: the value multiplied

exponent/power: the number of times the base is multiplied.

Order of Magnitude: The nearest power of ten to a given quantity. It is used for estimation.

Rules of Exponents

a. Product Property: If the bases are the same, add the exponents and keep the

base. 𝑥I ∗ 𝑥D = 𝑥IJD

a. 𝑥7𝑥K𝑥& = 𝑥7JKJ& = 𝑥#5

b. 𝑚"𝑚M&𝑛5𝑛N𝑚K = 𝑚"J(M&)JK𝑛5JN = 𝑚:𝑛#O

35

b. Quotient Property: If the bases are the same, subtract the exponents and

keep the base. !P

!Q = 𝑥IMD

a. !R

!S = 𝑥&M: = 𝑥MN

b. !T

!UR = 𝑥KM(M&)= 𝑥KJ& = 𝑥F

c. Power of a Product Property: When an exponent is raised to another exponent, multiply the

exponents. (𝑥&)5 = 𝑥&∗5= 𝑥:

a. (𝑥N)& = 𝑥N∗& = 𝑥#&

b. (𝑦5)M&= 𝑦5∗M& = 𝑦M:

d. Power of a Quotient Property: When a quotient is raised by a power, both the

numerator and denominator. (!V)&= !

R

VR

a. (&5)& = &

R

5R= 5

#N= #

5

b. (!S

VW)& = !

X∗R

VW∗R= !

YZ

VY[

e. Negative Exponents Property: negative exponents are equal to the reciprocals

of the positive exponents. 𝑥MD = #!Q

a.5M& = 15& =

125

b.𝑦M&𝑥"𝑦M"𝑥" = 𝑥"𝑥"

𝑦&𝑦" = 𝑥"J"

𝑦&J" = 𝑥N

𝑦7

36


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

numerical expressions.

Cornell Notes

Topic: Exponents

Course:

Class:

Date:



I will be able to simplify expressions using the properties

of exponents.


What is an exponent?

What are the parts of an

exponent?

Order of Magnitude

Rules of Exponents

Product Property

Quotient Property

Power of a Product Property

Power of a Quotient Property

37

Negative Exponents Property

Example 1

Product Property

a. 𝑥7𝑥K𝑥&

b. 𝑚"𝑚M&𝑛5𝑛N𝑚K

Example 2

Quotient Property

a. !R

!S

b. !T

!UR

Example 3

Power of a Product Property

a. (𝑥N)&

b. (𝑦5)M&

Example 4

Power of a Quotient

Property

a. (&5)&

𝑏. (𝑥"

𝑦7)&

Example 5

Negative Exponent

Property

a.5M&

𝑏. 𝑦M&𝑥"𝑦M"𝑥"

38

Summary:

Practice

1. 𝑎K𝑎#& 2. 𝑐"𝑐:𝑐M7

3. (9𝑥#O𝑦")(−𝑥7𝑦") 4. aYR

aT

5. NbS

"bUW6. &cT

M5adcW

7. (𝑎")5 8. (𝑐M#)"

39

9. (𝑑7)& 10. (6𝑥"𝑦)(𝑥&)&

11. (a&)5 12. (&7b

UY

7)&

13. (M&cYY

5c)5 14. (M&!

R

"!V)"

15. 𝑎MK 16. (12𝑐#O)M#

40

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.



Scientific notation: a method of writing a very large or very small number as a product of a number

between 1 and 10 and a power of 10. The number in the ones position is also called a coefficient.

Rules of Exponents

a. Product Rule: If the bases are the same, add the exponents together

b. Quotient Rule: If the bases are the same, subtract the exponents.

Communitive Property of Multiple: numbers can be multiplied in any order.

Examples of Scientific Notations

a. 856,000 d. 1.08 x 10K

8.56 x 107 10,800,000

b. 0.0003 e. 5.23 x 10M5

3 x 10M5 .000523

41

c. 4,900,000 f. 2.1 x10"

4.9 x 10N 2100

Using Scientific Notation to multiple large numbers

a. (5.7 x 107) (1.8 x 10")

(5.7 ∗1.8)(107 ∗ 10")

(10.26)(107J")

(10.26)(10:)

1.026 x 10F

b. (5.82 x 10") (6.13 x 10##)

(5.82 ∗ 6.13)(10"10##)

(35.6766)(10"J##)

35.6766 x 10#5

3.56766 x 10#7

Using Scientific Notation to divide large numbers

a. (#.O7f#OT)

(".7f#OUS) b. (K.&Ff#O

UR)(:.#f#OUZ)

(#.O7)(#OT)

(".7)(#OUS) (K.&F)#O

UR

(:.#)#OUZ

."#𝑥10KM(M") 0.F

#𝑥(10M&M(MN)))

.3 x 10KJ" .9 x (10M&JN)

.3 x 10#O .9 x 105

3 x 10## 9 x 107

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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.

Cornell Notes

Topic: Scientific Notation

Course:

Class:

Date:



1. I will be able to multiple numbers written in scientific

notation using the product rule of exponents.

2. I will be able to divide numbers written in scientific

notation using the quotient rule of exponents.


What is scientific notation?

Rules of Exponents

Product Rule

Quotient Rule

Example 1

Converting decimal numbers

to scientific notation and back

d. 856,000 d. 1.08 x 10K

e. 0.0003 e. 5.23 x 10M5

f. 4,900,000 f. 2.1 x10"

Example 2

Multiplying with Scientific

Notation

c. (5.7 x 107) (1.8 x 10")

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d. (5.82 x 10") (6.13 x 10##)

Example 3

Dividing with Scientific

Notation

a. a. (#.O7f#OT)

(".7f#OUS)

b. (K.&Ff#OUR)

(:.#f#OUZ)

Summary:

Practice

Convert each decimal number into scientific notation.

1. 0.0001 2. 100,000,000

3. 0.0034 4. 0.06457

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Convert each number in scientific notation into a decimal number.

5. 6 x 10-3 6. 900 x 10-2

7. 7 x 104 8. 1 x 100

Multiply each number in scientific notation

9. (1 x 103)(3 x 101 ) 10. (3 x 104)(2 x 103)

11. (5 x 10-5)(11 x 104) 12. (2 x 10-4)(4 x 103)

Divide each number in scientific notation.

13. (:f#OZ)

(5f#OS) 14. (".Nf#O

X)(#.&f#Og)

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15. 5f#OS

:f#OW 16. Ff#O

RY

"f#OYd

17. Why do we use scientific notation?

18. What multiplication property allows us to regroup before we multiply or divide?

46

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).

________________________________________________________________________________ Directions: Read the passage below. Once you have completed the reading mentally identify an

example in your home of each of the states of matter discussed (solid, liquid, gas). Finally, complete

the activity at the end of the lesson.

Matter and Phases of Matter

Reading: Have you ever imagined what it would be like to live in an atom-sized world? You may

have seen movies where the characters are suddenly shrunk to the size of a flea or even the size of

an atom. In this world, even the air around you could be dangerous. Everywhere you looked, you

would see atoms and molecules whizzing around at amazingly fast speeds and occasionally colliding

with one another. Watch out! One of those particles might collide with you!

Matter is a term used to describe anything that has mass and takes up space.

The idea that matter is made of tiny particles goes back to 430 BCE when the Greek philosophers

Democritus and Leucippus proposed that matter is made of tiny particles called atoms.

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For almost 2300 years, few people believed this theory and it wasn’t until John Dalton revived the

idea in 1803 that it regained attention, but he still lacked proof.

An atom is the smallest particle of an element that retains the chemical identity of the element.

An element is a pure substance that cannot be broken down into simpler substances by physical or

chemical means.

For example, you can keep cutting a piece of the element gold

into smaller and smaller pieces until you cannot cut it anymore.

That smallest piece you can divide gold into and still have gold is

a single atom of gold.

Sometimes elements can be found in their pure form, but more often they are combined with other

elements.

A compound is a substance that contains two or more different elements chemically joined and has

the same composition throughout. Water is an example of a compound as is propane which is the

gas used if you have a gas grill to cook out at your house.

A molecule is a group of two or more atoms

joined together by chemical bonds.

The smallest part of water is a water molecule,

H2O.

The image above is an illustration of what one

molecule of water may look like.

48

Matter comes in 3 main types or phases

of mater:

• A solid is a phase of matter that

holds its shape and does not

flow.

• A liquid is a phase of matter that

holds its volume, does not hold its

shape, and flows.

• A gas is a phase of matter that

flows, does not hold its volume,

and can expand or contract to fill

a container.

Matter can change from one form to another by adding or taking away thermal energy which is

energy due to temperature.

Temperature is a quantity that measures the kinetic energy per molecule due to random motion.

You are familiar with the phase change called evaporation which is the changing of a liquid into a

gas and occurs at the surface of a liquid.

ACTIVITY 1:

If you have Internet access, please go to the URL, and take the quiz on phase changes and states of

matter. When the simulation comes up, click on the button that says “Begin Quiz”. When you

complete the quiz, take a picture of your last screen which will show you the score you received. This

is how your teacher will give you a grade for the assignment. If you do not take a picture, you will

have to take it again and you will not necessarily get the same questions as there is a question bank.

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If you do not have Internet access at home, skip this simulation and move down to the written

exercise below the link for the simulation.

URL: https://teachchemistry.org/classroom-resources/states-of-matter-and-phase-changes-simulation

If you completed the simulation and quiz at the above URL, DO NOT do the following section. This

section is ONLY for students who do not have access to the Internet at home.

QUESTIONS:

Read the following questions carefully and the circle the letter of the correct answer. Only one

answer is correct per question.

1. How many states of matter are often found on Earth?

a. Two

b. One

c. Three

d. Four

2. Most matter in the universe exists in which state?

a. Liquid state

b. Solid state

c. Gaseous state

d. Plasma state

3. All matter is made up of particles called

a. Electrics, protectics, and neutrectics

b. Atoms and molecules

c. Electromagnetic particles

d. Solids, liquids, and gases

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4. The temperature of an object is related to the:

a. Number of atoms and molecules it has

b. Type of matter it is

c. The speed of the particles’ motion

d. Temperature of the atmosphere

5. Solids have:

a. A definite shape and a definite volume

b. A definite shape but not a definite volume

c. A definite volume but no definite shape

d. No definite shape; no definite volume

6. Liquids have:

a. No definite shape; no definite volume

b. A definite volume, but no definite shape

c. A definite shape but not a definite volume

d. A definite shape and a definite volume

7. Gases have:

a. A definite shape but not a definite volume

b. A definite volume, but no definite shape

c. A definite shape and a definite volume

d. No definite shape; no definite volume

8. Changing the state of matter is usually a result of:

a. You can’t change states of matter.

b. Mixing two different states of matter together.

c. Changing the temperature or surrounding pressure of a substance.

d. Changing the atoms of the matter.

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9. Changing matter from a solid to a liquid is called:

a. Evaporation

b. Melting

c. Freezing

d. Condensation

10. What is required to change a solid to a liquid?

a. Freezing

b. Energy

c. Condensation

d. Nothing

11. What is sublimation?

a. When a substance freezes

b. When a substance evaporates

c. When a substance changes directly from a gas to a solid

d. When a substance changes directly from a solid to a gas.

52

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.

________________________________________________________________________________ Directions: Read the following passage on “different forms of water” (found on pages 61 and 62).

Notate (mark) important information or ideas using a highlighter or some other method to indicate

important information.

Pages 63 and 64 contain the quiz for the passage. Please answer those questions. For the short

answer questions, respond using complete sentences.

ACTIVITY 1:

Once you have completed the reading passage

and associated questions, enter the URL, or

scan the QR code using a phone’s camera

application to watch a video about water. The

URL is case-sensitive.

https://youtu.be/Bz5thjvRT30

NOTE: If you do not have access to the Internet, watching this video is NOT required for you to

complete the following activity. This activity is required, watching the video is optional.

53

54

55

56

57

ACTIVITY 2:

1. Take a plastic bottle with its cap (the type of bottle doesn’t matter other than it must be plastic,

DO NOT USE A GLASS BOTTLE) and fill it approximately half way with water.

2. Using a sharpie, marker, pen, lipstick, or tape (whatever you have available), mark the level of

water on the bottle by drawing a line at the top level of the water.

3. Place the bottle with the lid secured on the top of the bottle into your freezer. Depending on

the temperature of your freezer, it can take several hours to freeze. You should place the

bottle in the freezer so that it is standing up and not lying on its side. It would be easiest to put

it in the freezer before you go to bed and then check it in the morning when you wake up.

4. Take the bottle out of the freezer and mark a second line again noting the new level of where

the ice is.

5. Leave the bottle sitting out in the sink or counter again standing upright and leave it

undisturbed until the ice completely melts. Observe the level of water.

QUESTIONS: Answer the following questions about this demonstration.

1. Once you placed the bottle in the freezer and the water froze, what did you notice about the

level of the ice compared to the level of the water?

2. How is this possible?

3. Once you have allowed the bottle to sit out of the freezer and the ice to melt, what did you

notice about the level of water compared to the level of the ice when the water was frozen?

4. What is your conclusion about this demonstration?

58

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.

________________________________________________________________________________ Directions: First, review the vocabulary terms. Then, read the article “Greek influence on U.S.

Democracy” and answer the following short-response question.

Vocabulary:

• Amendment: An addition to the Constitution.

• Branches of Government: legislative, executive, and judicial branch.

• Checks and Balances: A system in which the powers of government are balanced among the different branches so that each branch can check, or limit, the power of the other branches.

• Citizen: A person born in a country or who chooses to become a member of that country by

law.

• Community Service: Work done to benefit the community (usually on a volunteer basis) rather than to benefit the individual or a business.

• Democracy: A government in which the people take part.

• Government: An authority that acts on behalf of a group of people.

• Duties: The things we are required to do as citizens of the United States (e.g., obey laws, pay

taxes, serve as a juror).

59

60

61

Short-Answer Response: How did Ancient Greece influence the U.S Democracy? (respond in complete sentences. Minimum one paragraph: 5-7 sentences)

62

Draw and describe the following key terms: Amendment (picture)

One-Sentence Explanation

Branches of Government (picture)


Checks and Balances (picture)

One Sentence Explanation

63

Citizen (Picture) One-Sentence Explanation

Community Service (Picture)


Democracy (Picture)


64

Government (Picture) One-Sentence Explanation

Duties (Picture) One-Sentence Explanation

65

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:

________________________________________________________________________________ Directions: Answer the questions in this packet based on the readings in each section.

66

67

Amendment 1

Freedom of Religion,

Speech and the Press: The Right to

Assemble and Petition

Allows people to practice their religion freely, and to speak their ideas and opinions. It protects the rights of its citizens to hold meetings and to petition the government. It gives the press the right to publish the news and ideas

Amendment 2

The Right to Bear Arms

Gives all citizens the right to own guns. You have probably heard news stories about this recently. There has been much discussion about whether to limit the kinds of guns that can be sold.

Amendment 3

Housing of Soldiers

When the colonies were ruled by England, people were forced to house soldiers in their homes. This amendment made it unlawful for a government to make a private citizen house its soldiers.

Amendment 4

Searches, Seizure and Warrants

This amendment protects people from law enforcement entering their home without their permission or an order from the court called a search warrant.

68

Amendment 5

Rights in Criminal Trials and the

Rights of Property

Persons cannot be made to testify against themselves in a criminal trial. A person cannot be tried more than once for that same crime. People’s property cannot be taken away without their being paid for it.

Amendment 6

Rights to a Fair Trial

This amendment requires a person accused of a crime to receive a speedy public trial by a jury.

Amendment 7

Rights in a Civil Trial

A civil case is brought by a person to get back property, to have a contract enforced, or to protect a person’s rights. It allows a civil case to be decided by a jury trial when the amount of money involved is over $20.

Amendment 8

Bail, Fines and Punishment

Does not allow for unfair bail or fines and the use of cruel or unusual punishments. The framers wanted to eliminate the use of torture on suspected criminals or as a punishment for a crime.

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Amendment 9

Rights Kept by the People

Some of the delegates thought that if a right was not listed in their Bill of Rights, it might be interpreted to mean that the people did not have that right. This amendment protects the rights people have though not listed in the Constitution.

Amendment10

Powers Kept by the States and the People

The rights not given to the national government are rights kept by the states or the people.

1. What are some Amendments/Rights mainly affected at school? 2. Why do you think student’s constitutional rights are limited in schools? 3. Is limiting student’s constitutional rights fair? Why or why not? Explain.

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4. As a student, what are some ways you can advocate (fight) for your rights? Give some examples and explain.

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