7th GRADE

Distance Learning Packet 1 ANSWER KEY

Week 1

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Table of Contents ENGLISH LANGUAGE ARTS

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

ELA Lesson 2 ANSWER KEY……………………………………………………… page 3

ELA Lesson 3 ANSWER KEY……………………………………………………… page 4

MATHEMATICS

Math Lesson 1 ANSWER KEY……………………………………………………… page 5

Math Lesson 2 ANSWER KEY……………………………………………………… page 6

Math Lesson 3 ANSWER KEY……………………………………………………… page 8

SCIENCE

Science Lesson 1 ANSWER KEY…………………………………………………… page 9

Science Lesson 2 ANSWER KEY…………………………………………………… page 10

SOCIAL STUDIES

Social Studies Lesson 1 ANSWER KEY…………………………………………… page 11

Social Studies Lesson 2 ANSWER KEY…………………………………………… page 13

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ENGLISH LANGUAGE ARTS - Week 1 Lesson 1: Reading Informational Texts: “Slow Reopening” Learning Objective: Students will analyze the interaction between/among individuals, events, and ideas presented in a variety of informational texts. Student will apply various strategies to determine the meaning of unknown words. Students will cite appropriate textual evidence to support inferences drawn from informational texts, as well as analyze claims by evaluating the supporting reasoning and evidence presented in a text. English Language Arts Standards:

• 7.RI.2: Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.

• 7.RI.3: Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).

• 7.RI.10: Proficiently and independently read and comprehend informational texts and nonfiction in a text complexity range determined by qualitative and quantitative measures appropriate to grade 7.

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1. B

2. A

3. B and C

4. C

5. Answer will vary.

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ENGLISH LANGUAGE ARTS - Week 1 Lesson 2: Reading Informational Texts: “World Wide Web” Learning Objective: Students will analyze the interaction between/among individuals, events, and ideas presented in a variety of informational texts. Students will cite appropriate textual evidence to support inferences drawn from informational texts, as well as analyze claims by evaluating the supporting reasoning and evidence presented in a text. English Language Arts Standards:

• 7.RI.2: Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.

• 7.RI.3: Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).

• 7.RI.10: Proficiently and independently read and comprehend informational texts and nonfiction in a text complexity range determined by qualitative and quantitative measures appropriate to grade 7.

________________________________________________________________________________

1. C and D

2. B

3. A and C

4. Answers will vary.

5. D

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ENGLISH LANGUAGE ARTS - Week 1 Lesson 3: Reading Informational Texts: “Empty Stadiums” Learning Objective: Students will analyze the interaction between/among individuals, events, and ideas presented in a variety of informational texts. Student will apply various strategies to determine the meaning of unknown words. Students will cite appropriate textual evidence to support inferences drawn from informational texts, as well as analyze claims by evaluating the supporting reasoning and evidence presented in a text English Language Arts Standards:

• 7.RI.2: Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.

• 7.RI.3: Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).

• 7.RI.10: Proficiently and independently read and comprehend informational texts and nonfiction in a text complexity range determined by qualitative and quantitative measures appropriate to grade 7.

________________________________________________________________________________

1. 2, 1, 3

2. Answers will vary.

3. Answers will vary.

4. D, A, C, B

5. A

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MATHEMATICS Week 1 Lesson 1: Number Line: Comparing and Ordering Integers Learning Objective: Students will be able to place points on a number line, compare and order integers, recognize the sets of counting numbers, whole numbers, integers, even numbers, and odd numbers, find the absolute value of a number by answering various questions. Math Standards:

• 7.NS.A.1a: Describe situations in which opposite quantities combine to make 0. • 7.NS.A.1b: Understand p + q as the number located a distance |q| from p, in the positive or

negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world context.

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MATHEMATICS Week 1 Lesson 2: Operations of Arithmetic Learning Objective: Students will be able to understand and use the four operations of arithmetic and the relationships between them, use variables to represent missing or unknown value, learn some properties of addition and multiplication, and find unknown numbers in equations by using inverse operations. Math Standard:

• 7.NS.A.1: Add and subtract integers and other rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram

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MATHEMATICS Week 1 Lesson 3: Addition and Subtraction Word Problems Learning Objective: Students will be able to find missing numbers in problems about combining, separating, comparing, and elapsed time by solving word problems. Math Standard:

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

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SCIENCE - Week 1 Lesson 1: The Importance of Measurement Learning Objective: Students will be able to read a metric ruler and record the length of a given line segment and understand the importance of measurement in the field of science and will show mastery of the topic by scoring at least a 70% on the activity. Science “Core” Standard:

• U1: Scientists explain phenomena using evidence obtained from observations and or scientific investigations. Evidence may lead to developing models and or theories to make sense of phenomena. As new evidence is discovered, models and theories can be revised.

________________________________________________________________________________ Measurement Lesson 1

1. Answers will vary but could include any of the following: distance, time, mass, volume, weight, and temperature. For any other answers listed, accept any answers that accurately describe thinns students might measure in science.

2. United States, Liberia, Myanmar 3. A unit is a fixed amount of something. For the examples of listing British System units

and metric system units, check for accurate examples and accept all correct responses. 4. Meter, Liter, Gram (Please note the question was not asking for base units but most

common basic units used for measuring. This lesson was not on the metric system, so base units were not mentioned.)

5. British System (accept other reasonable answers including American System, English System, etc.) and SI System; SI system is the system of measurement used in the scientific community.)

For Questions 1-3 that follow, students were to describe a possible experiment they could perform for a given situation and list at least 3 quantities that they could measure for each situation. Answers will vary. Check for the description of the experiment and that they have listed at least 3 quantities that could be measured in the experiment for full credit. Accept all correct answers. 1. B 2. A 3. B is correct based on significant digits, however, this was not covered so A could be

argued to be correct as well based on rounding. 4. B 5. D

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SCIENCE - Week 1 Lesson 2: Build Your Own Balance Learning Objective: Students will be able to construct a simple balance to estimate the weight of ten listed objects and will show mastery with a 70% or higher on the activity. Science “Core” Standard:

• U1: Scientists explain phenomena using evidence obtained from observations and or scientific investigations. Evidence may lead to developing models and or theories to make sense of phenomena. As new evidence is discovered, models and theories can be revised.

________________________________________________________________________________ Build Your Own Balance Lesson 2 Answers Part 1: Length Answers will vary. Check to see that answers are reasonable. For Question 5, check to see that the student correctly converted from handspans to cm. Part 2: Volume Answers will vary. Check to the see that the answers are reasonable. If you are requiring pictures for the assignment, please check to see that the pictures clearly show the purpose of the activity. Part 3: Mass/Weight Answers will vary for the 7 items the student chose to measure. Check for reasonableness of the answers and if students substituted items that the measurements are reasonable for any substituted items. For the final two questions at the end of the activity, answers will again vary but should show scientific reasoning in their answers. Check to make sure the answers reasonable answer the question with scientific accuracy. Activity 4 Answers will vary. However, check for required length which was stated as two paragraphs. Answers should be scientifically accurate. Check for accurate definition of the word iteration. Correct grammar and spelling should be used by students as well.

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SOCIAL STUDIES - Week 1 Lesson 1: An Introduction to Social Studies Learning Objective: Students will become familiar with the importance of social studies and learning about the past by completing a short writing task and responding to questions. Social Studies “Anchor” Standards:

• C1: Civic virtues and democratic principles are key components of the American political system.

• C2: Citizens have individual rights, roles, and responsibilities. ________________________________________________________________________________ Write your story about the family in the lines below:

• Answers for this will vary. They need to focus on explaining how they came up with their ideas. This is how a historian’s brain works!

•

Number of family members: explain how you came up with your answer. - example: “I believe there are 3 family members. I believe this because, there is a doll and a soccer ball. This could be because they family has a child that likes to play with both. I am also then assuming there are two parents/guardians. Etc." Ages of family members: explain how you came up with your answer. -example: “I believe they parents/guardians are in their 30’s because they are trying to be healthy and are young enough to play soccer with the child and walk the dog! The child is about 5-9 years old because they have a doll but they may be older and out grew it since it was in the trash!” Time of year: explain how you came up with your answer. -example: “I believe it is after Thanksgiving because they threw away their pumpkin! This means they are moving into a season/holiday that no longer requires or has a pumpkin the symbolizes it. And what Thanksgiving does not have a pumpkin!” 3 other facts about the family: explain how you came up with your answer. -example: “The family is healthy! They have a dog or Shaggy living with them. They may also be lactose intolerant because they had soy milk!”

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Response Question: Focus on the following points when grading:

• Studying social studies allows us to question whether our past is likely to “repeat” and gives us clues on how to create a better future.

• When we use the disciplines such as geography, economics, and psychology we are able to answer questions such as “Why do people live a certain way? And how does this affect their future?” These questions give us guidance on understanding our differences and learning to be empathetic.

• We can look at our past through a lens of a well rounded-citizen. • We know how to ask the right questions and we look at the past from all different

aspects! • Provide explanations to your responses! This is key! Any argument can be made with

the right evidence!

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SOCIAL STUDIES - Week 1 Lesson 2:

Primary Sources vs. Secondary Sources Learning Objective: Students will understand the difference between primary and secondary sources completing tasks that require identifying and labeling different types of sources. Social Studies “Anchor” Standards:

• SP2: Thinking within the discipline involves the ability to identify, compare, and evaluate multiple perspectives about a given event to draw conclusions about that event since there are multiple points of view about events and issues.

________________________________________________________________________________ Identify the type of source: 1. Secondary

2. Secondary

3.Primary

4.Primary

5. Secondary

6. Primary

7. Primary

8.Secondary

9.Primary

Historical Event: What type of sources would I use?

• Primary Source Examples:

o The Declaration of Independence

o The Treaty of Paris

o Letters from soldiers/war veterans

o Invoices or records from generals, government officials about the war.

o A uniform from the time period

• Secondary Source Examples:

o A documentary on the Revolutionary War

o A textbook chapter

o An article about George Washington

o A cartoon about the Declaration of Independence

o Guided notes from your teacher on the Revolutionary War