Grade 8 Home Learning Package #4: May 4-15 E-Learning ELA Assignment Week #1- Community Project The UN (United Nations) and the WHO (World Health Organization) have a simple phrase to keep them centered and focused: Think Globally, Act Locally Task: One way for our school to “Act Locally” is to focus on the many hard- working organizations helping fill the void left by lack of government funding. We encourage you to explore some of the wonderful community organizations currently helping during the COVID-19 pandemic. Submit any writing (example attached on Teams), video/audio (example here ) response on Microsoft Teams/Flipgrid OR participate in our classroom conferences to discuss with your friends and your teacher! Materials: To help you get started the first week, Mr. Wilson has collected the website, articles and videos to choose from Winnipeg Harvest Canadian Blood Services Siloam Mission Bauer Hand Sanitizer Additio nal Agencie s article - video article - video letter - article article - video video and article article s Ideas: (Here are some questions that will help you guide your ideas and answers) What are a handful of different wats the organization helps the community? What is a challenge they are currently facing currently during the Pandemic? How is the organization changing its activities to help fight the COVID-19 Pandemic? Did you learn anything new about what this organization does or how it helps? How can you and your community help the organization? Submission/Participation Options:
Transcript
Grade 8 Home Learning Package #4: May 4-15 E-Learning
ELA Assignment Week #1- Community Project
The UN (United Nations) and the WHO (World Health Organization) have a simple phrase to keep them centered and focused: Think Globally, Act Locally
Task:
One way for our school to “Act Locally” is to focus on the many hard-working organizations helping fill the void left by lack of government funding.
We encourage you to explore some of the wonderful community organizations currently helping during the COVID-19 pandemic.
Submit any writing (example attached on Teams), video/audio (example here) response on Microsoft Teams/Flipgrid OR participate in our classroom conferences to discuss with your friends and your teacher!
Materials: To help you get started the first week, Mr. Wilson has collected the website, articles and videos to choose from
Winnipeg Harvest Canadian Blood Services Siloam Mission Bauer Hand Sanitizer Additional Agencies
article - video article - video letter - article article - video
video and article
articles
Ideas: (Here are some questions that will help you guide your ideas and answers)
What are a handful of different wats the organization helps the community? What is a challenge they are currently facing currently during the Pandemic? How is the organization changing its activities to help fight the COVID-19 Pandemic? Did you learn anything new about what this organization does or how it helps? How can you and your community help the organization?
Submission/Participation Options:
Create a piece of writing that highlights and explains how your selected organization gives back to the community.
Submit your ideas via video/audio on Microsoft Teams or Flipgrid (8CD). We encourage you to listen and respond to other students as well to allow conversation!
Be sure to bring up your thoughts during our optional classroom conferences to spark discussion!
The UN (United Nations) and the WHO (World Health Organization) have a simple phrase to keep them centered and focused: Think Globally, Act Locally
Tasks:
Last week you were challenged to look at local organizations that are helping during the COVID-19 Pandemic.
This week, we are opening it up to explore the many national and international organizations that are helping communities around the world!
Though a couple of examples are provided below, we encourage you to highlight an organization that speaks to you!
Same rules apply this week as last week for submission and participation options!
Materials:
Animals Education Environment Health Care
Human Rights
Indigenous Issues
World Wildlife Fund Humane Society International
Room to ReadWorld Literacy Foundation
Conservation International
UNICEFBill and Melinda Gates Foundation
World Vision Amnesty International
Gord Downie & Chanie Wenjack Fund
IWGIAIdeas: (Here are some questions that will help you guide your ideas and answers)
What are a handful of different ways the organization helps the community? What is a challenge they are currently facing currently during the Pandemic? How is the organization changing its activities to help fight the COVID-19 Pandemic? Did you learn anything new about what this organization does or how it helps? How can you and your community help the organization?
Submission/Participation Options:
Create a piece of writing that highlights and explains how your selected organization gives back to the community.
Submit your ideas via video/audio on Microsoft Teams or Flipgrid (8CD). We encourage you to listen and respond to other students as well to allow conversation!
Be sure to bring it up during our optional classroom conferences to spark discussion!
Read/Watch/Listen and Connect- Weeks 1&2- Reading Response
Task:
Continue to do a weekly reading response to what you are reading/watching/listening too at home! Summarize what you’ve read each week, reflect on the narrative or what you’ve learned, and connect
the material to other areas of your life! Be sure to submit and respond to other students' responses on Microsoft Teams and Flipgrid! Example of Mr. Wilson’s second Book Talk is here
Materials:
Mr. Wilson has included a graph below of some questions to help guide some of your questions while you read/watch/listen!
Summarize Reflect Connect
What was your text about without giving away too many details?
Do you think it did a good job of telling a story or conveying information?
What was your favorite quote/passage and why?
What would you “rate” this writing? Why?
Would you recommend it to someone? Why or why not?
What is your favorite part of the story so far and why?
Which of the characters do you like the most or the least and why?
Give a few reasons why main character is like you?
What new information did you find most useful? Why?
What new information did you find surprising? Why?
Does a character from your story remind you of another character? Why?
Does the story remind you of another book/TV Show/Movie? Why?
How did the information change how you thought about the topic?
Would you recommend this video to someone else? Why or why not?
Submission/Participation Options:
Create a piece of writing that highlights your summarizing, reflecting and connecting skills via Microsoft Teams for teacher feedback.
Submit a video/audio clip on Microsoft Teams or Flipgrid (8CD). We encourage you to listen and respond to other students as well to allow conversation!
Participate in the weekly “Book Talks” with Mr. Wilson to practice video conferencing skills.
Goal: We will continue this new unit by exploring and identifying the defining characteristics of civilizations during The Iron Age, which was also known as antiquity (500 BCE to 500 CE). We will also work towards identifying defining characteristics of world religions that emerged in antiquity.
WEEK 1: Lesson 1- Reflecting on my Educated Guesses
Begin today’s lesson by opening the answer key from last week’s lesson.
Open resource: May 4th-Answer Key
Task 1: Identify whether your educated guesses were correct or not! It’s ok if you weren’t correct with everything. Even your teachers weren’t sure of some of them 😊
Next, create a short video or audio recording answering the following question: which civilization of this period do you think you would most like to live in? Be sure to include at least 3 reasons why. Please post to the S.S. Teams group.
Task 2: Choose TWO characteristics whose placement surprised you. Why?
Characteristic Correct Civilization I am surprised because…
Task 3: Choose ONE characteristic you got correct, and how you knew it was correct (please, do not use one of the RED ones we previously used).
Characteristic Civilization I knew I was right because…
Task 4: Choose ONE characteristic that you got wrong but makes sense once you see that it is in its correct civilization. What did you realize?
Characteristic My Placement Correct Civilization
After reflecting, I realize it belongs in this civilization because…
WEEK 1: Lesson 2 - Society vs. Civilization
There are defining characteristics of societies and civilizations. In our earlier studies, we learned about changes in the way people lived during Hunter-Gather Societies and Agrarian Societies/the Agricultural Revolution (in small communities). As a class, we determined that societies have specific characteristics, such as an organized government, laws, borders, culture, etc.
Today, you will determine what makes civilizations different from societies.
Task 1: Before we do our research, please answer the following question:
Predict- How do you think civilizations are different from societies?
Task 2: Using the internet to research, compare and contrast the characteristics of societies to the characteristics of civilizations. What makes them similar? What makes them different? Each column needs to have at least five things listed.
Please list the sources (hyperlink) you used for your research in the appropriate space below.
ONLY Societies BOTH ONLY Civilizations
Sources:
Task 3: Create a short video or audio recording answering the following question: Do you think civilizations are more similar or more different compared to societies? Provide at least 3 reasons to support your opinion.
Please feel free to post to the S.S. Teams group.
WEEK 2: Lesson 1 - What is Religion?
This period of history, known as Antiquity, was incredibly important for the development of world religions. Some of these religions would include: Buddhism, Christianity, Confucianism, Hinduism, and Judaism. As a society, we need to learn how to respect others’ way of life and their beliefs. We may not always agree, but it is important to be educated to deepen our understanding.
Task 1: Brainstorm as many things as possible that you ALREADY know about Religion, using the space below.
Next, generate ideas about what you think some of these religions (mentioned above) have in common (e.g., famous leaders or teachers, belief in a nonphysical world, rituals or traditional practices, moral instruction, sacred writings...). Are there other religions you can name?
You can write in sentences, jot notes, or write down key words.
Religion
Task 2: Using the internet, find 3 definitions of Religion. Then, synthesize them to create your own.
Source (website) Definition of Religion
My Definition of Religion
Task 3: Consider what you have found or learned about religions (i.e. what they have in common). In a short response, why do you think religion, like culture and language, has often been a source of misunderstanding or conflict throughout history? With the current COVID-19 pandemic we are experiencing, do you think people are turning to religion more or less? Why?
Please feel free to post to the S.S. Teams group!
Science: Density Web Quest & Experiments
Day 1 & 2:Watch the following video “Evaluate: Mass, Volume, and Density” and answer the following questions: https://www.youtube.com/watch?v=GnBQ6vIutDM
1. What is mass? What is it measured in?
2. What is volume? What is it measured in?
3. What is density?
Watch the following “Density” video. Write down three important facts about density you learned in the video. https://www.youtube.com/watch?v=SimFy9wOMXY&t=13s
1.
2.
3.
Watch the following video “Buoyancy – What Makes Something Float or Sink?” and answer the following questions: https://www.youtube.com/watch?v=nMlXU97E-uQ
1. Why does a bowling ball sink, while a basketball will float?
2. What is Archimedes principal?
3. How does a large ship, made of very heavy material float in the ocean?
4. Explain: How do submarines work?
Watch the following video “Float or Sink – Cool Science Experiment” and answer the following questions: https://www.youtube.com/watch?v=MzsORE0ae10
Egg Float ExperimentExperiment Time! You are going to experiment with eggs to see if they can float on water or not. Try to do the experiment without watching this video (it will ruin the mystery!), but if you are confused at any point, watch this short video:https://www.youtube.com/watch?v=zszw6uCiQpc
Question: Does an egg float in water? Is there a way to make one egg float and one sink? How might we do this?
Hypothesis:
Materials: 3 large identical glasses Salt Water 3 raw eggs (Don’t worry, you’ll be able to put them back in the fridge after the experiment… they’ll still be good
to eat)
Procedure:1. Pour the same amount of water into all three glasses (about half full)2. Leave glass 1 alone. Add a lot of salt to glass 2 and 3 (about ¼ cup of salt to each)3. Carefully drop an egg into each glass. Record observations below.4. Take glass 3 and slowly pour water on top of the egg. Stop when the egg becomes suspended (not floating or
sinking).
Observations/Data:Record your observations below.
Glass 1 Glass 2 Glass 3
Analysis:1. Why do eggs sink in tap water?
2. Why do eggs float in saltwater?
3. When you poured the extra water into glass three to suspend the egg do you think the density of the egg was less than, greater than, or equal to the density of the water? Explain you answer in as much detail possible.
Density Tower ExperimentExperiment time! You are going to construct your very own “density tower”. Try to do the experiment without watching this video (it will ruin the mystery!), but if you are confused at any point, watch this short video:https://www.youtube.com/watch?v=Z50jEi1igNQ
Question: If we add different liquids to the same glass, will they mix together, or will they separate into layers? What happens when we add solid objects… will they all sink?
Hypothesis:
Materials: Tall glass Syrup Water Oil Various small solid items (you can use whatever you have, but here are some suggestions: grape or other piece
of fruit, screw, popcorn kernel, small piece of wood/foam, paper clip)
Procedure:5. Pour some water into a glass (so that it is about a quarter full)6. Pour some syrup into the glass (enough to make the glass about half full)7. Pour some oil into the glass (enough to make the glass about three quarters full)8. Let the layers settle (about 15 minutes). Record your results below.9. Drop in various items to your density tower. See where they settle. Record these into your diagram below.
Observations/Data:Draw your density tower below. Be sure to label all three layers and all objects.
Analysis:1. Reflect on your hypothesis. Was it correct or incorrect? Explain.
2. Explain why the liquids separate into layers.
3. What does it mean when they say “one liquid is more dense than the other”? Draw the particles of a more dense and a less dense object.
More Dense Less Dense
4. Where did your solid objects end up? What does this say about their density?
5. If a solid object ended up between the water and oil layers is it more or less dense than water?
Day 6 - 9:So far, we have learned what density is and how it affects buoyancy of certain objects. We also did some experiments with liquid densities. This week we are going to focus on the density of solid objects and how we can calculate that. We know that density is a ratio of two different properties of an object: MASS and VOLUME. But how do we determine the mass and volume of an object?
Determining MASS:To determine the mass of an object we would use a scale. Mass is measured in grams (g) or kilograms (kg) (1 kilogram = 1000 grams).
If you have a scale at home, find 3 different objects and determine their mass. If you do not have a scale at home use this electronic one:https://www.geogebra.org/m/jyBeFScc
Record the objects and their mass below:Object Mass (in grams)
Determining VOLUME:Watch this video, then read through the explanations and examples:https://www.youtube.com/watch?v=rOs3acfnLww
Regular-shaped objects:Determining the volume of a regular-shaped object is quite simple. We can measure them with a ruler or measuring tape and do a very simple calculation. Let’s look at rectangular prisms. To calculate the volume of a rectangular prism (in other words a 3-D rectangle or box) you multiply length x width x height
For example:
Volume = length x width x heightVolume = 12 x 4 x 6Volume = 288 cm3
Notice my answer is given in cm3 (centimeters cubed). This is the unit we will always use when we measure volume for a regular shaped object.Thy This: Calculate the volume of each object below:
Find a rectangular prism in your house! Measure the length, width and height and calculate its volume:Object Length Width Height Volume
Irregular-shaped objects:Now, what happens if we have an object that is an irregular shape? Like a ring, rock, key, etc….? We can’t measure the volume by measuring it with a ruler, but we have another way to measure the volume… by water displacement. Earlier, I said volume would be measured in cm3. Well, 1 cm3 = 1 ml (milliliter) of water. When an object is placed in water, we can see how much water moves. This will tell us the volume of that object.
Let’s look at the example below. Because the water moved 10ml, this means the koala bear has a volume of 10 ml.
60-50 = 10 ml
60 ml
50 ml
Try This: Using the pictures, calculate the volume of the objects.
Volume: Volume: Volume:
Volume: Volume: Volume:
Determining DENSITY:Now that we know how to calculate mass and volume, we can move on to calculating DENSITY. Density is how much mass is in a certain amount of volume.
So, for example: An object has a mass of 5g and a volume of 10cm3. What is it’s density?Mass = 5gVolume = 10 cm3
Density= MassVolume à Density=
5g10 cm3
à Density=0.5 g/cm3
Try This:
1. A student measures the mass of an 8 cm3 block of brown sugar to be 12.9 g. What is the density of the brown sugar?
2. A chef fills a 50 mL container with 43.5 g of cooking oil. What is the density of the oil?
3. A carver begins work on the following block of granite that weighs 2700 g. What is the density of the granite?
4. Use your density skills to find the identity of the following mystery objects.
The Density Dilemma:Watch the following video about Archimedes and how he came up with his principal using density! “How taking a bath led to Archimedes' principle - Mark Salata” https://www.youtube.com/watch?v=ijj58xD5fDI
Introduction In this activity you will solve a dilemma by using a property of matter, density, to identify which of 5 crowns is
the one made of pure gold.Density is a property of matter which allows us to identify the substance that makes up that matter. The density
of an object can be calculated by dividing the mass (g) of a substance by its volume (cm3). The density of a particular kind of matter is a specific property that helps identify it. By referring to a density chart, a person can determine the identity of a substance.
The TaskIn this activity imagine that you are living in Europe in the Middle Ages. You have
been summoned by the king of your land to help in a very important matter. Someone has stolen the king's solid gold crown. The king has issued a proclamation offering a reward of 500 gold coins for the safe return of his crown. The problem is that the king has received 5 crowns that appear to be made of pure gold and are identical to the missing crown. Your job is to correctly identify the gold crown and persuade the King why your identification is scientifically accurate.
The Process1. Complete the chart below that organizes the following data about the 5 crowns: all of the crowns are identical
and have a volume of 180 cm3. The 5 crowns have the following different masses: 1890 g, 486 g, 1404 g, 3474 g, and 2034 g.
2. Calculate the density for each crown using the formula: Density equals mass divided by volume. Record the density for each crown in the chart.
Crown # Mass Volume Density Substance Identification
Questions:1. Refer to the chart “Density of Common Substances” and fill in the “Substance Identification” column. 2. Formulate a hypothesis as to how you think the fake crowns were made to look like the crown of pure gold.
Day 10:
Density Experiment SimulatorIntroduction: Density is a physical property of matter that is calculated by dividing the mass of an object by its volume. Volume can be computed for a regular object by multiplying length x width x height. Another way to compute volume is by submerging an object into a liquid. You must record the starting volume of the liquid and the final volume after the object has been submerged. Then subtract the starting volume from the final volume.
This simulation give mass in kilograms (kg) and volume in liters. Because both of these measurements are 1000x more than grams and milliliters, you can complete you calculations normally to get the same answers for density.
Procedure: Open the internet browser and enter the address: http://phet.colorado.edu Click on “Play with Sims” and select “Chemistry” from the menu on the left. Open the “Density” Simulation and select “Run Now” (You may need to refresh your page, or go back and try
again… be patient… it can take a while to load)
Objectives: Describe how the concept of density relates to an object's mass and volume. Explain how objects of similar mass can have differing volume, and how objects of similar volume can have
differing mass. Measure the volume of an object by observing the amount of fluid it displaces. Identify an unknown material by calculating its density and comparing to a table of known densities.
Investigate:
1. On the Blocks menu (top right) select Same Mass.
2. One at a time, take a block, lower it into the liquid, and record its volume. If it floats, you will need to hold it under the water to record its volume. Then compute each block’s density.
Block Mass Volume DensityBlue 5 kg Yellow 5 kgGreen 5 kgRed 5 kg
3. Repeat for Same Volume.
Block Mass Volume DensityBlue 5 LYellow 5 LGreen 5 LRed 5 L
5. Repeat for Mystery. This time you will also have to take the mass of each object. After computing the density, select Show Table and identify each object.
Block
Mass Volume Density Identification
ABCDE
Reflect:Now that you fully understand density, name and fully explain one real-life example when density would be important. You can research this if you’re still unsure.
Math
Week 1: Day 1- Introduction to Linear Equations
Linear equations are equations whose answers, when plotted onto a graph, will make a straight line. Linear equations have both constants and variables. The constants are the numbers in the equation, and the variables are the letters.
Ex: y = 2x + 3- The numbers 2 and 3 are constants. Their value cannot change.- The letters y & x are the variables. Their value can change.
Let’s use the equation y = 2x + 3 as our example. Since we are solving for y, we can plug in ANY value for the x variable and find an answer for y. We will use tables to plug in different values for our x variable, and see how it affects (or changes) the value of y. Let’s try it below, plugging in 1, 2, 3 and 4 for x.
y = 2x + 3
X Value Equation Y Value1 y = 2 (1) + 3
y= 2 + 3y = 5
5
2 y = 2 (2) + 3y = 4 + 3y = 7
7
3 y = 2 (3) + 3y = 6 + 3y = 9
9
4 y = 2 (4) + 3y = 8 + 3y = 11
11
What do we notice?The x value increases by 1 each time.
The constants stayed the same in each equation.The variables (x, y) changed.
The y value increases by 2 each time.
We MUST use order of operations (or BEDMAS) to complete these equations. Here is a great for you to watch as a review: “Math Antics Order of Operations” (it’s a hyper link- press CTRL and click on it, and it’ll take you to the video. Or you can search for it on google)
y = x ÷ 2 + 8Step 1: Always start by plugging the known variable, in this case x, into the equation.
Step 2: Use BEDMAS to complete the equation and solve for y.
- Here, we have division and addition happening. Following BEDMAS, division comes before addition, so we first divide our variable by 2, and then add on the constant (8).
*The first example is done for you in the table below. Complete the rest, and then check your answer on the following page.
Complete the following tables, plugging in the value of x to each equation to solve for y. Remember to use BEDMAS for order of operations.
*This work does not have to be turned in. The answer key is on the next page to check your work.
y = 5 + 6x
X Value
Equation Y Value
3 y = 5 + 6 (3)y = 5 + 18y = 23
23
6
9
12
15
y = 100 ÷ x - 2
X Value
Equation Y Value
5 y = 100÷(5) – 2y = 20 -2
10
20
25
50
y = 25 - 2x
X Valu
e
Equation Y Value
4 y = 25 - 2xy = 25 – 2 (4)y = 25 - 8
5
6
7
8
Answer Key:
y = 5 + 6xX Value Equation Y Value
3 y = 5 + 6 (3)y = 5 + 18y = 23
23
6 y = 5 + 6(6)y = 5 + 36y = 41
41
9 y = 5 + 6(9)y = 5 + 54y = 59
59
12 y = 5 + 6(12)y = 5 + 72y = 79
79
15 y = 5 + 6(15)y = 5 + 90y = 95
95
y = 100 ÷x - 2X Value Equation Y
Value 5 y = 100 ÷(5) – 2
y = 20- 2y = 18
18
10 y = 100 ÷(10) – 2y = 10-2y = 8
8
20 y = 100 ÷(20) – 2y = 5- 2y = 3
3
25 y = 100 ÷(25) – 2y = 4- 2y = 2
50 y = 100 ÷(50) – 2y = 2- 2y = 0
0
y = 25 - 2x X
Value
Equation Y Value
4 y = 25 - 2xy = 25 – 2 (4)y = 25 – 8y = 17
17
5 y = 25 - 2xy = 25 – 2 (5)y = 25 – 10y = 15
15
6 y = 25 - 2xy = 25 – 2 (6)y = 25 – 12y = 13
13
7 y = 25 - 2xy = 25 – 2 (7)y = 25 – 14y = 11
11
8 y = 25 - 2xy = 25 – 2 (8)y = 25 – 16y = 9
9
Week 1- Day 3: Intro to Graphing Linear Relations
Lesson 1 started by explaining that linear equations are equations whose answers, when plotted onto a graph (which we will call “co-ordinate plane”), will make a straight line.
Co-ordinate planes have two axes, called the x axis and the y axis.
- The x axis is horizontal (side to side - The y axis is vertical (up and down). A good way to remember this is by thinking about how a Y stands tall (up and
down).
Remember how our equations had two variables, x and y? If we turn the variables into ordered pairs, we can plot them on a co-ordinated plane. When creating ordered pairs, we put the x variable first and the y variable second.
Let’s create ordered pairs from one of yesterday’s examples, by putting the X value 1st and the y value 2nd in our brackets:
Let’s plot the ordered pairs from our first example onto the graph below. A good way to think of this is like the game battleship! We know that the first value in the pair is the x axis (horizontal), and the second value in the pair is the y axis (vertical). The ordered pairs are: (1,5) (2,7) (3,9) (4,3)
Plot (1,5)
Step 1: Find 1 on the x axis (horizontal)
Step 2: Move up until you hit 5 on the y axis (vertical). This is where your point needs to be drawn. We label the point with the ordered pair (1,5).
y = 2x + 3X Value Equation Y Value Ordered Pair (x, y)
1 y = 2 (1) + 3y= 2 + 3y = 5
5 (1,5)
2 y = 2 (2) + 3y = 4 + 3y = 7
7 (2,7)
3 y = 2 (3) + 3y = 6 + 3y = 9
9 (3, 9)
4 y = 2 (4) + 3y = 8 + 3y = 11
11 (4,3)
Continue to plot and label the rest of the ordered pairs, which are (2,7) (3,9) (4,3)
What do you notice about the 4 points? That’s right…they create a perfect line! The last step is to connect the points with a straight arrow. With linear equations, no matter what we change the value of x to, the ordered pair that we get from the equation will always land on this line. The line actually never stops, which is why we label it with an arrow.
Week 1- Day 4 & 5: Practice Solving & Graphing Linear Equations
You can print the next page and draw on the graph provided, draw your own graph, or complete it all here in word. Please turn this in when you are done, under the “Solving & Graphing Linear Equations” assignment set up in TEAMS.
a) Solve for y. Then create ordered pairs.
y = 3x - 8
X Value Equation Y Value Ordered Pair (x,y)
3 y = 3x - 8
4
5
6
Place the ordered pairs on the co-ordinate plane. Label all ordered pairs and connect the linear function (make a line).
b) Plot and label the following ordered pairs on the co-ordinate plane below. Are they the result of a linear function? How do you know? (0, 2) (4, 10) (1, 3) (6, 8) (2, 6)
Week 2: BATTLESHIP!
We will be using your knowledge of Linear Equations, combined with your ability to graph ordered pairs, to play a game of battleship! Follow the directions below and turn in this assignment when complete. You can draw your co-ordinate plane by hand, print the page, or complete it all here in word.
Day 1 & 2) Complete each linear equation and create ordered pairs.
*Ship 1 has been done as an example. See the completed table below, and how it is placed on the co-ordinate plane. You will then complete the remaining 4 ships.
Ship 1: y= 2x + 4X Value Equation Y Value Order Pair (x,y)1 y= 2(1) + 4
y= 2 + 4y = 6
6 (1,6)
2 y= 2(2) + 4y= 4 + 4y = 8
8 (2,8)
3 y= 2(3) + 4y= 6 + 4y = 10
10 (3, 10)
Ship 2: y = 20 ÷ 2 + xX Value Equation Y Value Order Pair (x,y)5 y = 20 ÷ 2 + 56789
Ship 3: y = x ÷ 3 + 8X Value Equation Y Value Order Pair (x,y)9 y = 9 ÷ 3 + 8121518
Ship 4: y = x -5
X Value Equation Y Value Order Pair (x,y)6 y = 6 -5
912
Day 3) Use the ordered pairs from each ship to place it onto the co-ordinate plane. Connect the points from each equation with an arrow. You do NOT need to label the order pair for each point.
Add in this additional ship, using the provided ordered pairs:
Day 4) You now have to determine the location of your mines. To make this a game of chance- like actual battleship- you will be asking someone in your home to create five different ordered pairs, without having seen your graph! Explain to them what ordered pairs are and tell them that both numbers need to be between 0 and 20. Write their choices below:
Then, place the mines as a STAR on your co-ordinate plane! Please label each mine with its order pair.
- Mine #1 has already been placed so you can see what it should look like- If you are doing this in Word, add in a star shape. Then label it with a text box.- if a mine lands anywhere on a linear equation (your arrows), that ship is dead! How many of your
ships survived?
Day 5) Is it possible to use a linear equation to build a ship that is totally vertical or totally horizontal on the co-ordinate plane? Or will a linear equation always result in a diagonal line? Explain your thinking b
Ship 5: Use the following ordered pairs to draw a vertical ship
