th - usd259€¦ · ms ela grade 8 week 5: april 27-may 1, 2020 dear parent(s)/guardian(s) and...

8TH GRADE

Weeks of:

APRIL 27TH & MAY 4TH WICHITA PUBLIC SCHOOLS

To Students, Parents and Guardians:

Week 7 and 8 Packets will be mailed out the week of May 11th.

5th, 6th, 7th and 8th Grades

Your child should spend up to 90 minutes over the course of each day on this packet. Consider other family-friendly activities during the day such as:

Create a

cartoon image of your family.

Look at your house and neighborhood on Google Maps.

Do a random act of kindness for someone

in your family.

Take a long walk with someone in your family.

Mindful Minute: Write a letter to your future self about

what is going on right now. How are you feeling?

Take pictures of your favorite

people/things in your home.

Tell someone why they are your favorite.

Create a "one word story" with your family. One person starts the

story with a single word and each person

continues the story by adding one

more word.

Play charades with your family.

*All activities are optional. Parents/Guardians please practice responsibility, safety, and supervision.

For students with an Individualized Education Program (IEP) who need additional support, Parents/Guardians can refer to the Specialized Instruction and Supports webpage,

contact their child’s IEP manager, and/or speak to the special education provider when you are contacted by them. Contact the IEP manager by emailing them directly or by contacting the school.

The Specialized Instruction and Supports webpage can be accessed by clicking HERE or by navigating in a web browser to https://www.usd259.org/Page/17540

WICHITA PUBLIC SCHOOLS CONTINUOUS LEARNING HOTLINE AVAILABLE

316-973-4443 MARCH 30 – MAY 21, 2020

MONDAY – FRIDAY 11:00 AM – 1:00 PM ONLY

For Multilingual Education Services (MES) support,

please call (316) 866-8000 (Spanish and Proprio) or (316) 866-8003 (Vietnamese).

The Wichita Public Schools does not discriminate on the basis of race, color, national origin, religion, sex, gender identity, sexual orientation, disability, age, veteran status or other legally protected classifications in its programs and activities.

Week 5 and Week 6

ELA

MS ELA Grade 8 Week 5: April 27-May 1, 2020

Dear Parent(s)/Guardian(s) and Students,

Wow! You have reached the half-way point of Continuous Learning! That is wonderful! As you work on the activities this week, you will review what you read during Week 4 by additional analysis of the text, develop your vocabulary, and practice grammar skills. All of this is important in strengthening your literacy skills. This would also be a great week to read a book of your choice! Enjoy learning!

Grade 8 Unit 5 Invention: Are inventions realized through inspiration or perspiration?

Week 5: April 27-May 1 p. 472 p. 473 p. 474 p. 475

● Answer Analyze the Text questions 1 -3. ● Analyze Craft and Structure ● Vocabulary ● Conventions

8th Grade Unit 5 Invention Week 5: April 27 – May 1

Daily Planning Guide/Checklist/Additional Support pp. 472 – 475

Monday, April 27 _____ Go back and re-read (or have read aloud) To Fly pp. 465 – 470. _____ As you read, make a list of achievements described in the reading. _____ With each achievement, jot down what you feels is the author’s attitude toward the achievement described. Why do you think that? Tuesday, April 28 _____ From your list of achievements listed on Monday, which do you think is the most important? Why is it most important? Give details from the text to support your answer. _____ Journal/take notes – What have you learned about how inventions are created? Wednesday, April 29 _____ On p. 473, read through (or have read aloud) the meanings of: 1) allusions, 2) comparisons and contrasts, 3) description, and 4) cause-and-effect. _____ Turn back to paragraph 3 on p. 466. Journal your answers. _____ What allusions does the author make? _____ What do these allusions have in common? _____ What idea do these allusions support? _____ Turn back to paragraph 4 on p. 466. Journal your answers. _____ What two different things does the author compare and contrast? _____ What idea does this comparison-and-contrast help the author explain?

_____ Turn back to paragraph 6 on pp. 466 – 467. Journal your answers. _____ What descriptive elements does this paragraph include? _____ What idea does the description help the author develop? Thursday, April 30 _____ Write a paragraph which describes something that might enable or help a person become a groundbreaking artist, musician, gamer, or sports player. What type of invention would allow the person to become the best of the best at what he or she does? Friday, May 1 _____ Read through (or have read aloud) the information on Conventions – Capitalization. _____ On the bottom of p. 475, copy the paragraph making sure to include needed capitalization. _____ Congratulations - you’ve completed Week 5 and you’re still awesome!!!

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MAKING MEANING

CITE TEXTUAL EVIDENCE to support your answers.

TO FLY

ANNOTATE: This description applies a scientific term to a mythological figure.

QUESTION: Why does the author describe Cupid in this way?

CONCLUDE: The description is funny, and also reminds readers that scientific principles guide the technology of flight.

When you die, if you qualify, you might just become an angel—and everybody knows that angels (at least the ones who have earned their wings) can fly. Then there’s the winged horse Pegasus; the wing-footed Mercury; the aerodynamically unlikely Cupid; and Peter Pan and his fairy sidekick, Tinkerbell.

ANNOTATE: These words and phrases have an informal, jokey quality.

QUESTION: Why does the author use an informal, lighthearted tone?

CONCLUDE: The author is presenting scientific information in a way that makes it entertaining for non-scientists.

Close Read the Text1. This model from the text shows two sample annotations, along with

questions and conclusions. Close read the passage, and find another detail to annotate. Then, write a question and your conclusion.

2. For more practice, go back into the text, and complete the close-read notes.

3. Revisit a section of text you found important during your first read. Annotate what you notice. Ask questions such as “Why did the author make this choice?” What can you conclude?

Analyze the Text Notebook Respond to these questions.

1. Interpret What is the author’s attitude toward the achievements he describes? Explain your interpretation.

2. Make a Judgment Which of the achievements described in the article do you think is the most significant? Why? Cite details from the text to support your answer.

3. Essential Question: Are inventions realized through inspiration or perspiration? What have you learned about how inventions are created?

Tool Kit Close-Read Guide and Model Annotation

STANDARDSReading Informational Text •Analyzehowatextmakesconnectionsamonganddistinctionsbetweenindividuals,ideas,orevents.•Determinethemeaningofwordsandphrasesastheyareusedinatext,includingfigurative,connotative,andtechnicalmeanings;analyzetheimpactofspecificwordchoicesonmeaningandtone,includinganalogiesorallusionstoothertexts.•Analyzeindetailthestructureofaspecificparagraphinatext,includingtheroleofparticularsentencesindevelopingandrefiningakeyconcept.

Language Interpretfiguresofspeechincontext.

472 UNIT 5 • INVENTION

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CITE TEXTUAL EVIDENCE to support your answers.

Analyze Craft and StructureText Structure: Expository Writing The word exposition means “explanation.” An expository essay is a brief work of nonfiction that explains a topic. That explanation may involve the presentation of information, discussion of ideas, or clarification of a process. In this essay, Neil deGrasse Tyson presents information and ideas related to human flight. He uses a variety of methods to make ideas and information clear to readers.

•Allusions are references in a text to well-known people, places, characters, myths, events, or works of literature or art. These references appear without explanation. They are designed to help readers make connections and expand their thinking about the writer’s ideas.

•Comparisons and contrasts present similarities and differences among two or more items or ideas. By showing how one thing is like or unlike another, an expository writer clarifies the qualities of each item.

•Description uses words and phrases that appeal to the senses. In expository writing, description can help readers understand a topic by “showing” what something looks like, how it sounds or moves, and even what it smells or tastes like.

•Cause-and-effect relationships show how one situation can result from another and then lead to yet another. These connections help readers understand how or why a situation developed as it did.

Practice

Notebook Answer these questions.

1. Reread paragraph 3. (a) What allusions does the author make? (b) What do these allusions have in common? (c) What idea do these allusions support? Explain.

2. Reread paragraph 4. (a) What two different things does the author compare and contrast? (b) Whatideadoesthiscomparison-and-contrasthelptheauthorexplain?

3. Reread paragraph 6. (a) What descriptive elements does this paragraph include? (b) What idea does the description help the author develop?

4. Reread paragraphs 11 to 13. (a) According to Tyson, under what circumstances was the German V-2 invented? (b) What was important about the V-2 at the time? (c) What changes in technology did the V-2 lead to or influence? Explain. (d) What idea does Tyson’s example of the V-2 help develop or support?

ESSENTIAL QUESTION: Are inventions realized through inspiration or perspiration?

To Fly 473

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LANGUAGE DEVELOPMENT

TO FLY

Concept Vocabulary

enable foresight prescient

myopic naivete seminal

Why These Words? These concept words help to show the contrast between innovative and conventional ways of thinking. For example, in paragraph 5, the author criticizes Lord Kelvin’s limited vision of flight as myopic. This word vividly reveals the author’s view of Kelvin’s mistake.

1. How does the concept vocabulary help the reader better understand the author’s attitude toward invention and the future?

2. What other words in the selection connect to innovative or conventional thinking?

Practice

Notebook The concept vocabulary words appear in “To Fly.”

1. Write a paragraph in which you describe something that might enable someone to become a groundbreaking artist or musician. Use at least three of the concept vocabulary words in your paragraph.

2. Divide the concept vocabulary words into two categories: innovative thinking and conventional thinking. Explain why you placed each word in its category.

Word StudyOld English Prefix: fore- The prefix fore- means “before,” “toward,” or “front.” In paragraph 6, the author notes that lack of foresight, or looking ahead, can be an obstacle to creating new inventions. Use what you know about the prefix fore- to answer these questions.

1. Where is a book’s foreword located?

2. Where would you expect to find an animal’s foreleg?

WORD NETWORK

Add words related to invention from the text to your Word Network.

STANDARDSLanguage•DemonstratecommandoftheconventionsofstandardEnglishcapitalization,punctuation,andspellingwhenwriting.c.Spellcorrectly.

•Determineorclarifythemeaningofunknownandmultiplemeaningwordsorphrasesbasedon grade 8 reading and content, choosingflexiblyfromarangeofstrategies.b.Usecommon,grade-appropriateGreekorLatinaffixesandrootsascluestothemeaningofaword.


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ConventionsCapitalization Capital letters signal the beginning of a sentence or quotation and identify proper nouns and proper adjectives. Proper nouns include the names of people, geographical locations, specific events and time periods, organizations, languages, documents, and religions. Proper adjectives are derived from proper nouns, as in French (from France) and Canadian (from Canada).

This chart shows examples of situations in which capitalization is required.

Read It

1. Identify the capital letters in each sentence, and explain why each one is capitalized.

a. Superman, a famous American superhero, has the power to fly.

b. Neil deGrasse Tyson studied physics at Harvard and Columbia.

c. I believe that Collier’s published editorials about building a space station.

2. Notebook In “To Fly,” find examples of two types of capitalization, and explain why each word is capitalized.

Write It

Notebook Rewrite this paragraph, correcting errors in capitalization.

In this article, neil degrasse tyson starts by discussing birds and mythical flying figures, such as pegasus, mercury, and peter pan. he continues with the invention of the airplane by the wright brothers. Although tyson mainly focuses on american technology, he also discusses the german v-2 rocket. he writes, “their vehicle was significant in many ways.”

the first letter of the first word in a sentence The blue jay is a very aggressive bird. Wait! Can you give me back my pen?

the beginning of the first word in a quotation that is a complete sentence; the beginning of the first word in a line of dialogue

Einstein said, “Anyone who has never made a mistake has never tried anything new.”

the pronoun I After swimming, I felt tired.

proper nouns, including people’s names, people’s titles when used as part of their names, place names, and names of organizations

Elsa went sailing down the Hudson River with Ms. Liu and her Girl Scout troop.

proper adjectives, or adjectives formed from proper nouns

Many people of Brazilian background speak the Portuguese language.

Capitalize examples

esseNtial QUestiON: are inventions realized through inspiration or perspiration?

To Fly 475

MS ELA Grade 8 Week 6: May 4-8, 2020

Dear Parent(s)/Guardian(s) and Students,

Here we are ready to begin Week 6 already! We continue to reinforce your argument writing skills this week as you write your rough draft in preparation for your final writing assignment during Week 8. Many literacy experts claim that argument writing is the most important writing skill students need to learn in school. Why? Adults need this skill whether it is to write an email to a boss someday requesting a raise or to consider important information, etc. Argument writing is important! Enjoy writing!

Grade 8 Unit 5 Invention: Are inventions realized through inspiration or perspiration?

Week 6: May4-8 p. 476 pp. 478 - 482

● Writing to Sources ● Use these pages as guidelines for writing and

revising your rough draft.

8th Grade Unit 5 Invention Week 6: May 4 – May 8

Daily Planning Guide/Checklist/Additional Support

In your reading To Fly, the author mentions the golden record that is attached to the side of Voyager 2. That record includes music, voices, and other sounds that represent earth. Imagine that you were able to add a sound to that record. What would that sound be? I know, so many choices, right? Monday, May 4 (Pre-writing) _____ Make a list of sounds you might want to add to the record. _____ Write all the reasons why you’d add that sound to the record. You can have many reasons why you would add one sound, write them all. Tuesday, May 5 (Drafting – paragraph 1) _____ Pick the one sound you would put on the record. It should probably be the one sound with the most reasons or the one you feel would be the most important. _____ Begin paragraph 1. This is an introductory paragraph. _____ Clearly state your position, “If I were able to add a sound to the record attached to Voyager 2, I would add…” _____ Next, give general or broad reasons why you’d add the sound. Don’t use the specific reasons you listed on Monday. You will use those in the body of your writing. Wednesday, May 6 (Drafting – paragraphs 2, 3, 4)

_____ Work on the body of your writing. This should be two or three paragraphs with a minimum of 3 sentences in each paragraph. _____ Paragraph 2 – This would be one reason why you’d add the sound. Give details and support why the sound is important. _____ Paragraph 3 – This would be another reason why you’d add the sound. Give details and support why the sound is important. _____ Paragraph 4 (optional) – This would be the last reason why you’d add the sound. Give details and support why the sound is important. _____ Begin working on your conclusion. Use strong closing statements that support your claim, position, argument. Thursday, May 7 (Drafting and Editing) _____ Finish your conclusion. _____ Work on editing. _____ Capital letters _____ Ending punctuation _____ Does the writing flow when read aloud? _____ Did you use a variety of words? _____ Do you support your claim with lots of emotions and reasons why your sound is very important? Friday, May 8 (Revising) _____ Prepare your draft for the final writing in the last week.. _____ Share your writing with someone. Did you convince the person about the importance of your sound being added to the record? I bet you did, way to go! _____ Congratulations - you’ve completed Week 6 and you’re still awesome!!!

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EFFECTIVE EXPRESSION

TO FLY

Writing to SourcesIn an argumentative essay, a writer states a position on a subject. He or she then defends or supports that position through the use of logical reasoning and relevant evidence.

Vocabulary and Conventions Connection Consider using several of the concept vocabulary words. Also, remember to use correct capitalization for proper nouns and proper adjectives.

enable foresight prescient

myopic naivete seminal

Reflect on Your WritingAfter you have written your essay, answer the following questions.

1. How might you revise your claim to make it stronger?

2. How might you revise the way you present your evidence to help it more strongly support your claim?

3. Why These Words? The words you choose make a difference in your writing. Which words did you specifically choose to clearly convey your ideas?

AssignmentTyson mentions the golden record that is attached to the side of the Voyager 2. That record includes music, voices, and other sounds that represent Earth and its occupants. Imagine that you are able to choose a sound to add to that record. What sound would it be? Write an argumentative essay in which you state and defend your choice. Follow these steps as you write:

•Clearly state your position, or claim, in an introductory paragraph. This should include both your choice of a sound and a broad reason for it.

• In the body of the essay, provide specific reasons for your choice, and support them with evidence from Tyson’s essay, your own observations, or another source.

•Organize your reasons and evidence logically. Use transitional words and phrases, such as because, instead, and after, to clarify the relationships between your claims, your reasons, and the supporting evidence.

•Conclude with a strong closing statement that follows from and supports your argument.

STANDARDSWritingWrite arguments to support claims with clear reasons and relevant evidence.

b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.e. Provide a concluding statement or section that follows from and supports the argument presented.

Speaking and Listening• Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.•Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.

476 UNIT5•INVENTION

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EVIDENCE LOG

Before moving on to a new selection, go to your Evidence Log and record what you learned from “To Fly.”

Speaking and Listening

AssignmentWork with a partner to create and deliver an informative presentation on one of the historic flying feats or scientific principles that Neil deGrasse Tyson discusses in the text.

1. Research Your Topic Choose a science-related topic mentioned in the text. Divide up tasks between partners. Be sure that you know enough about the topic that you are able to explain it in easy-to-understand language.

2. Plan Your Presentation Once you have completed the research, decide how to best present the information. You may find and add images, or create your own graphics, such as a table or chart. As you create the presentation, keep the following in mind:

•Clearly state your main idea and supporting ideas.• Identify interesting and relevant details to support your key points.•Select images that add useful information or illustrate your ideas.

3. Prepare Your Delivery Practice your presentation with your partner. Include the following performance techniques.

•Vary your speaking volume to emphasize key points. Use eye contact appropriately to connect with your audience.

•Present images at appropriate points.

• Invite questions from listeners, and work to clarify any information they may not understand.

4. Evaluate Presentations As your classmates deliver their presentations, listen carefully. Use an evaluation guide like the one shown to analyze classmates’ presentations.

Rate each statement on a scale of 1 (not demonstrated) to 5 (demonstrated).

The information was well organized and easy to understand.

The presenters connected with their audience by maintaining eye contact and varying the volume of their voices.

Relevant details provided support for the main ideas.

Images fit well with the information and were presented in a way that made sense for the subject.

Presenters allowed time for the audience to ask questions.

PRESENTATION EvAluATION GuIdE

ESSENTIAl QuESTION: Are inventions realized through inspiration or perspiration?

To Fly 477

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PERFORMANCE TASK: WRiTE AN ARguMENT

Tool Kit Student Model of an Argument

WRITING TO SOURCES

•UNCLEMARCOS

•TOFLY

LAUNCH TEXT

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LAUNCH TEXT | ARGUMENT MODEL

SCAN FOR MULTIMEDIA

NOTES Here’s something that isn’t on everyone’s shopping list: a coffee mug that irons clothes. It’s just one of a multitude

of inventions that most of us have never heard of. Each of those forgotten contraptions was probably someone’s bright idea—a flash of inspiration experienced while walking in the woods, an idea guaranteed to change the world. So what went wrong?

Some inventions are so much a part of everyday life we forget that they started off as someone’s bright idea. Others are long forgotten or remembered only as being colossal duds.

For every invention that actually makes it to production, there are thousands that don’t. The line between the bizarre and the ingenious is often very thin. History is filled with examples of new inventions that supporters thought would be transformational but turned out to be just minor fads.

Experts say that the odds are stacked astronomically against inventors, and that no amount of marketing can turn a situation around. The number of failed inventions reinforces how hard it is for inventors to make the leap from idea to marketable product.

Let’s look at some figures. According to the U.S. Patent and Trademark Office, there are about 1.5 million products that have patents. Perhaps 3,000 of those make money. A noted business magazine states that only one in 5,000 inventions succeeds in the marketplace. This estimate is ten times lower than the one from the Trademark Office!

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UNIT 5 INTRODUCTION

LAUNCH TEXT | ARGUMENT MODEL

Inspiration Is Overrated!

This text is an example of an argument, a type of writing in which an author states and defends a position on a topic. This is the type of writing you will develop in the Performance-Based Assessment at the end of the unit.

As you read, look at the way the writer builds a case. Mark the text to answer this question: What is the writer’s position, and how is it supported?

UNIT 5 INTRODUCTION


LIT17_SE08_U05_LT.indd 442 16-04-29 11:53 PM

ACADEMIC VOCABULARY

As you craft your argument, consider using some of the academic vocabulary you learned in the beginning of the unit.

opponent position contradict legitimate dissent

WriteanArgumentYou have just read two texts in which the authors explore the idea of human flight. In “Uncle Marcos,” Uncle Marcos builds a flying machine and becomes a hero when he attempts to fly it over the mountains. In “To Fly,” author Neil deGrasse Tyson discusses the development of human flight, from myths to airplanes and space travel. Now you will use your knowledge of these texts to explore your thoughts and write your own argument about human flight.

AssignmentThink about what flying means to people, both individually and collectively. Then, write an argumentative essay in which you make a claim that answers this question:

Which text—”Uncle Marcos” or “To Fly”—best describes the dream or fantasy of human flight?

Be sure to clearly state your position and support it with logical reasoning and evidence from the texts.

Elements of an Argument

An argument is a logical way of presenting a viewpoint, belief, or stand on an issue. A well-written argument may convince the reader, change the reader’s mind, or motivate the reader to take a certain action.

An effective argumentative essay about a literary work contains these elements:

•an analysis of the work, including its content and style

•a thesis statement or precise claim that expresses your interpretation of the work

• inclusion of a counterclaim, or alternate interpretation, and a discussion of why it is less convincing than yours

•textual evidence that supports your interpretation

•a logical organization, including a conclusion that follows from and supports your claim

•a formal style and objective tone appropriate for an academic purpose and audience

•error-free grammar, including correct use of gerunds and participles

Model Argument For a model of a well-crafted argument, see the Launch Text, “Inspiration Is Overrated!”

Challenge yourself to find all of the elements of an effective argument in the text. You will have an opportunity to review these elements as you prepare to write your own argument.



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EVIDENCE LOG

Review your Evidence Log and identify key details you may want to cite in your argument.

Use Direct Quotations and Paraphrases When you write about literature, include textual details that show the accuracy of your interpretation. You may use direct quotations or paraphrases.

•A direct quotation is the inclusion of exact words from the text. Use a direct quotation when the words are especially powerful or unique.

•A paraphrase is a restatement of an author’s ideas in your own words. You may choose to use a paraphrase because the exact words are not particularly interesting or you have so many direct quotations that your own words get lost. Make sure your paraphrase accurately reflects the meaning of the original.

Formatting Direct Quotations Shorter direct quotations appear within a sentence or paragraph. They are preceded by a comma or a colon. The page number on which the quotation appears is indicated in parentheses. Direct quotations that are four lines or longer are introduced with a colon, set apart, and indented ten spaces. The page number on which the quotation appears is always indicated in parentheses.

Direct Quotation in Running Text: Rainsford is horrified when he realizes the truth of his situation: “The Cossack was the cat; he was the mouse” (232).

Direct Quotation Block Indented: Rainsford breathes a sigh relief. Then, the horror hits him:

Rainsford did not want to believe what his reason told him was true, but the truth was as evident as the sun that had by now pushed through the morning mists. The general was playing with him! (231)

Prewriting / Planning

Write a Working Claim You may already have a clear idea about which text you feel best portrays the dream of human flight. Start by writing a working claim. As you gather evidence that claim may shift or even change completely.

•Working Claim:

Identify Types of Details Your claim and supporting reasons determine the kinds of details you need to include. Consider these tips:

•To analyze a text, support your ideas with evidence from the selection.

•To explain a personal response, show how the work connects to your own experiences, observations, and ideas.

•To refute an opposing point of view, identify other interpretations of a text. Use the chart to gather textual details that support your position and could be used to refute, or argue against, a different opinion.

CounterClaim response with supporting evidenCe

essential Question: are inventions realized through inspiration or perspiration?

standardsWritingWrite arguments to support claims with clear reasons and relevant evidence.

a. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate claims, and organize the reasons and evidence logically.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

Performance Task: Write an Argument 479

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CONCLUSION

ReaSON

ReaSON

evIdeNCe

evIdeNCe

CLaIm

LAUNCH TEXT

DraftingPresent Your Reasoning In a strong argument, reasons are supported by evidence and organized in an order that makes sense. Use an outline to help you plan your reasons and the evidence that supports them.

Write a First Draft As you write, use your outline as a guide.

•Start by writing an introduction that clearly introduces your claim about which text best captures the dream of human flight.

•Confirm that you have presented sufficient evidence from the texts, as well as personal experience or observations, to support your claim.

•Present your reasons and evidence in an order that makes sense.

•End with a concluding statement or section that briefly summarizes or extends your argument.

PERFORMANCE TASK: WRiTE AN ARgUMENT

Argument OutlineModel: “Inspiration Is Overrated!” ClAIMInspiration does not always produce successful inventions.

ReAsOnmany ideas for inventions never succeed.

evIdenCeOne source says that only 3,000 products make money out of the 1.5 million products that have patents. another says that only 1 in 5,000 products succeeds in the marketplace.

ReAsOnThere is a reason many new inventions fail.

evIdenCeThe author compares genius and invention by referring to the saying “genius is one percent inspiration and ninety-nine percent perspiration.”

COnClUsIOnThe conclusion restates and extends the claim: Successfully turning an idea into an invention requires a lot of hard work, not just inspiration.

STaNdaRdSWritingWrite arguments to support claims with clear reasons and relevant evidence.

e. Provide a concluding statement or section that follows from and supports the argument presented.


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SPELLING

Make sure to spell verbs used as gerunds or participles correctly.

• Remember that when a verb ends in e, the e should almost always be dropped before adding -ing. For example, the verb hike becomes the gerund hiking.

• The past participles of regular verbs are the same as the past tense, which ends in -ed. For example, remembered is both the past tense and the past participle of remember.

• Irregular verbs form the past tense differently. Many of these verbs also have special forms for the past participle, such as forgotten. Make sure to use the correct form as your participle.

ESSENTIAL QUESTION: Are inventions realized through inspiration or perspiration?

Language DeveLopment: Conventions

Revising to Combine sentences using gerunds and participlesGerunds and participles are verbals, or verb forms that are used as nouns or adjectives.

Identifying Gerunds A gerund is a verb form ending in -ing that acts as a noun. A gerund phrase is a gerund with modifiers or complements, all acting together as a noun. Like all nouns, gerunds and gerund phrases may be used in different parts of a sentence, as in these examples:

As a subject: Baking cookies is Felice’s hobby.

As a direct object: Antoine enjoys swimming.

As a predicate noun: David’s greatest talent is playing the piano.

As the object of a preposition: Greta never gets tired of surfing.

Identifying Participles A participle is a verb form that acts as an adjective. There are two kinds: present participles and past participles. A participial phrase is a participle with modifiers or complements, all acting together as an adjective.

Present participle: The chirping canary sang sweetly.

Past participle in participial phrase: The runner, filled with hope, raced toward the finish line.

Revising Sentences To combine sentences using gerunds and participles, first identify pairs of sentences that sound choppy and that relate to the same idea. Then, combine the sentences by using participles, gerunds, or participial or gerund phrases.

Read these choppy sentences: The sisters like to draw and paint. They like to play together. These sentences can be combined with two gerunds and a gerund phrase: The sisters like drawing, painting, and playing together.

Read It

These sentences from the Launch Text contain gerunds and participles. Describe the function of each verbal in the sentence shown.

• Each of these forgotten contraptions was probably someone’s bright idea, a flash of inspiration experienced while walking in the woods. (past participle and past participial phrase)

•Developing something new that actually works—and that people want—can take years. (gerund)

Write It

As you draft your argument, find pairs of sentences that deal with the same subject. If they are too choppy or repetitive, combine them using gerund or participial phrases.

STANdArdSLanguage •DemonstratecommandoftheconventionsofstandardEnglishgrammarandusagewhenwritingorspeaking.

a.Explainthefunctionofverbalsingeneralandtheirfunctioninparticularsentences.

•DemonstratecommandoftheconventionsofstandardEnglishcapitalization,punctuation,andspellingwhenwriting.

c.Spellcorrectly.

Performance Task: Write an Argument 481

© P

ears

on E

duca

tion,

Inc.

, or i

ts a

ffilia

tes.

All r

ight

s res

erve

d.

WORD NETWORK

Include interesting words from your Word Network in your argument.

PERFORMANCE TASK: WRiTE AN ARguMENT

FOCUS AND ORGANIZATION EVIDENCE AND ELABORATION CONVENTIONS

Presents a clearly stated claim that is distinguished from other possible claims.

Organizes information in a logical way that makes connections between claims, counterclaims, reasons, and evidence.

Presents ideas in a clear and formal style.

Includes a conclusion that logically supports or extends the argument.

Uses relevant, logical evidence and reasons to support the main claim.

Considers and discusses possible counterclaims.

Includes language that helps make connections among claims, counterclaims, and supporting details.

Attends to the norms and conventions of the discipline, especially correct use of gerunds and participles.

RevisingEvaluating Your Draft

Use the following checklist to evaluate the effectiveness of your first draft. Then, use your evaluation and the instruction on this page to guide your revision.

Revising for Focus and Organization

Conclusion Make sure that your concluding statement or section logically supports or extends your argument. You may wish to restate your claim and summarize the strongest reasons and evidence that support it. You may also introduce a final quotation or example. If you wish to extend your argument, make sure the connection between what you have written and your new idea is clear and logical. Use transition words and other language to make connections and help readers understand your train of thought.

Revising for Evidence and Elaboration

Use Language to Make Connections Make sure you are using transitions effectively in your argument. Add new transition words and phrases if necessary to make connections and clarify the relationship between ideas. Use words such as because and therefore to make connections that establish clearly how one event or idea led to another. Use words and phrases such as such as and for example to introduce evidence and examples. Use words such as before and later to clarify when events occurred.


c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. e. Provide a concluding statement or section that follows from and supports the argument presented.


Week 5 and Week 6

MATH

Review Topic: Linear Functions (8.F.1-4)

Determine if each example represents a function. If the example is NOT a function, explain why not.

A functional relationship is

one that maps each input to

exactly one output. Another

way to say this is that in the

relationship, the x-values

cannot repeat.

X-Value = “Domain,” “Input”

Y-Value = “Range,” “Output”

Function Not a Function

12 maps to

two values

(2000 AND

3000)

X-value of 1

repeats

The graph goes

through (4, 1.5)

AND (4, 4). So,

the x-value of 4

is repeating.

a. b. c. d.

e. f. g. h.

Is the equation a function? Let this

checklist help you.

The equation must:

Have a y-value

Y cannot be squared (y²)

Function Not a Function y= 3x + 2 y² = 25

y = 10 x = 10

y = x y = 2x

Cannot be absolute value of y ( y )

Determine whether each equation represents a functional relationship.

If the relationship is not a function, explain why not.

a. b. c.

d. e. f.

Determine if each graph represents a linear function or a non-linear function.

Sketch a graph to represent each situation.

Comparing Functions

When you graph the input and output values

of some functions, the graph forms a straight

line. A function whose graph is a straight line

is a linear function.

Linear Function Non-Linear Function

Straight Line Not a Straight Line

a. b. c. d.

Description: Andrew throws the basketball up into the air. The ball continues to bounce up and down, decreasing in height with each bounce, until finally coming to a stop. Sketch a graph to represent the height of the ball

bouncing over time.

Description: Emma pours milk

into a glass. She takes one sip at

a time until she decides to take a

break. Later, she quickly drinks

the remaining milk in her glass.

Sketch a graph to represent the

amount of milk in Emma’s glass

over time.

Description: Erika walked for 30

minutes at a steady rate from her

house to a park 3 miles away. When

she arrived, she played basketball for

an hour, and then she caught a ride

home with Kendall. They traveled at a

constant speed from the park to Erika’s

house and arrived in 12 minutes.

Time (mins)

Dis

tan

ce F

rom

Ho

me

(mile

s)

1. Walking to the park (distance increases)

2. Playing Basketball (distance stays same)

3. Car ride home (distance decreases rapidly)

1

2

3

We can use what we have

learned about functions to

compare two functions that

are in different forms.

For example, we can compare

the rate of change (slope)

between a functional table

and equation.

Example: Determine which function has a greater rate of change.

Answer: The slope in

Function A is𝟑

𝟒. The

slope in Function B is

- 𝟏

𝟑.

So, Function A has a

greater rate of

change.

For each question, determine which function has the greater rate of change (slope).

Functions from Words

We can also write an equation from a function given in words. As you read each scenario, be thinking, is there a value

that does not change (up-front cost, flat rate charge, starting fee) – these values will be represented as a constant. Is

there a value that could change (cost per person, cost per hour) – these values will be represented as a coefficient with a

variable next to them in our expression. Example: A medium pizza is $10.00, and each topping costs $0.50 per topping.

This can be written as y= 0.50x + 10

Write an equation to represent each function word description.

4.

$18

y= 18x + 25

Put it together!

Determine the rate of change for each function, then put them in order from least to greatest.

Stretch Your Thinking!

d. Write an equation to represent the situation.

Supports for Diverse Learners 8th Grade Math

Week 5 Standard: 8.F.1-4

Topic:

Linear Functions

Supports:

Identified Ordered Pairs from Mappings

Step-by-step Instructions for page 3

Modified Directions for pages 3-4

General Accommodations:

Read aloud all text

Use a calculator

Highlight values to focus attention

Determining if Mappings Represent a Function (page 1):

For each problem, find the ordered pairs, then highlight the x

values. If the x value repeats, it is not a function.

Ordered pairs from selected mappings are listed below.

A. (1 , 4) (2 , 6) (3 , 8) (4 , 10)

D. (2 , 4) (3 , 3) (3 , 5) (4 , 2) (4 , 6) (5 , 1) (5 , 7)

E. (1 , 6) (2 , 3) (3 , 1) (4 , 1) (5 , 1) (6 , 3) (7 , 6)

G. (1 , 1) (2 , 3) (3 , 4) (4 , 1) (4 , 5) (5 , 6) (6 , 4)

H. (1 , 4) (2 , 6) (3 , 3) (3 , 5) (4 , 4) (4 , 6)

Comparing Functions (page 3) and Put it together! (page 4):

The directions are asking you to find the rate of change (slope) for

each function, then see which is greater. As demonstrated in the

week 3 and 4 packets, there are two ways to find slope:

Finding slope in an equation:

o Slope is always the number attached to the x.

In y = 5x – 3, 5 is attached to the x, so 5 is the slope.

o If the equation isn’t in the proper form and written in a

different order, slope is still the number attached to the x.

(Ex: 5x – y = -3)

Finding slope from a table or graph:

o Step 1: Find any two points on the table or graph and write

them as ordered pairs.

Example: (3 , 9) and (4 , 6)

o Step 2: Label the points using (x1, y1) and (x2, y2), where the

1s simply denote the numbers from the 1st ordered pair and

the 2s denote the numbers from the 2nd ordered pair.

(3 , 9) and (4 , 6)

(x1 , y1) and (x2 , y2)

o Step 3: Substitute the values from Step 2 into the following

equation.

6 – 9

4 – 3

o Step 4: Solve and simplify.

-3

1 or simply -3

*On page 4, the equation in proper form for Function B is y = -1/4x + 3


Week 5 Functions from Words Notes (page 3):

Use the following graphic organizer to write the equations.

this stays the same

variable cost (per, each)

one time cost or charge

y = x +

Modified Directions for Stretch Your Thinking (page 4):

Fill in the table below by listing the multiples of 6 (skip count by 6).

Avacados (pounds)

0 1 2 3 4 5 6 7 8 9

Cost ($) 0 6

Graph the ordered pairs from above.

Do any of the x values in the table repeat? If not, this is a function.

What is the rate of change or slope for this situation? Follow the

same steps as Comparing Functions above.

Review Topic: Bivariate Data (8.SP.1, 2 & 3)

Tell whether each graph displays a Positive Association, Negative Association, or No Association. Explain each

answer.

For each scatterplot, circle and label any clusters and outliers. Then, tell what type of association the

scatterplot represents.

Bivariate Data is data that shows two pieces of information (variables) for the same population. One way we can

represent bivariate data is on with a scatter plot. Here is some information about reading a scatter plot! For a further

overview of scatterplots, you can follow along with this video: https://bit.ly/scatterinfo1

Positive Association

Negative Association

No Association

a. b. c.

a. b. c.

https://bit.ly/scatterinfo1

Gathering Information from a Scatter Plot

Use the data shown in each scatter plot to answer the questions.

1) What are the two variables being shown in the scatterplot?

2) What association does the scatter plot show?

3) List any points that could be considered outliers.

4) What does the point (8,9) mean in the situation?

5) Sarah is a 5th grade student. According to the data pot, approximately how much time would she spend on homework?

Grade a student is in (x-value) and Time spent on homework (y-value)

The scatterplot appears to show a positive association, because the

data seems to be trending upwards across the graph.

(11, 2) – Does not fit with the rest of the data points.

(8, 9) means that one of the 8th grade students spent 9 hours on

homework.

We can estimate that a 5th grade student would spend around 4-5 hours

on homework.




4) What does the point (35, 20) mean in the situation?

5) Darius read 10 pages. According to the data pot, approximately how much time would it take him to read those pages?




4) What does the point (7, 8,000) mean in the situation?

5) Dr. Marcus has 10 years of college education. According to the data pot, approximately how much is his monthly income?

Line of Best Fit

Draw a line of best fit for each scatter plot. Then, write the equation for the line of best fit in slope-intercept form.

On scatter plots, we can draw a line of best. A line of best fit is a line that best represents the trend of the data. It should be

as close to as many points as possible, but does not have to go through all points. We can also write an equation for the line

of best fit in Slope-Intercept Form (y=mx + b)

Step 1: Draw a line of best fit. Remember,

the line should represent the data, but does

NOT have to pass through all points. It is

helpful, though, to have our line pass

through 2 points if possible! The example

passes through (0, 3) and (6, 13).

Step 2: Use the two points (0,3) (6,13), to

determine the slope of the line. (𝑦2−𝑦1

𝑥2−𝑥1)

13−3

6−0 =

10

6 =

𝟓

𝟑

Step 3: Determine the y-intercept. Where

does our line cross the y-axis? The line hits

the y-axis at (0, 3), so the Y.I. = 3

Step 4: Write equation: y = 𝟓

𝟑x + 3

Another way to organize data is by using a two-way table. A two-way table displays categorical data that shows the number of

data points that fall into each group for two variables. One variable is divided into rows, and the other is divided into columns.

The two-way table on the left, shows data collected that tells Sports Participated (across the top) and Hand Favored (left

column). The table on the right shows the Relative Frequency of each piece of data in the two-way table.

We can read data from this table. For example, 3

left handed students play an individual sport. Or, 4

right handed students do not play a sport.

We can find the relative frequency for each box by dividing the

number in a given box, by the total amount in the right column.

For example, to find the relative frequency of someone right

handed playing a team sport. Divide the value (23) by the total

for right hand (33), which = 0.70

Two-Way Tables

Below is information about the type of meat and bread that people chose for lunch at Ray’s Lunch Counter.

Use the information to fill in the two way table on the left. Then, use division to fill in the Frequency Table on

the right.

Learn at Home!

Use the tables below to create your own two-way table and relative frequency table! Decide what you want

your categories to be. Collect data, and fill in the tables!

Using Equations with Data

4 13 𝟒

𝟏𝟑 = 0.31

Hint: Substitute the value for the given

variable into the equation. Then, solve the

equation!

Stretch Your Thinking!

What type of association is shown in the data?

What does the point (3, 23) represent in this situation?

If the data continued, approximately what would be the

Membership Goal in year 7?

b.

Use the equation you wrote to determine the Membership Goal in year 7. How did

this number compare to your estimation in question d?

c.

d.

e.

f.


Week 6 Standard: 8.SP.1-3

Topic:

Bivariate Data

Supports:

Simplified Questions (Answer Choices, Sentence Stems)

Step by step Directions

Alternate Directions

General Accommodations:

Read aloud all text

Use a calculator

Simplified Questions for Gathering Information from a Scatter Plot (page 2):

Question 1) Write the labels for the x and y axis.

Question 2) Does the graph show a positive, negative, or no

correlation?

Question 3) Circle the points that are outliers.

Question 4) Complete the sentence stems:

o For every ____ minutes of reading, _____ pages were read.

o For every ___ years of college education, $____ are earned.

Question 5) Complete the sentence stems by estimating where the

point would be on the graph.

o For every 10 minutes of reading, _____ pages were read.

o For every 10 years of college education, $_____ are earned.

Step by step Directions for Line of Best Fit (page 3):

Step 1) Draw a straight line through the middle of the points. Try to

make the line go through two points.

Step 2) Identify two points and write them as ordered pairs.

o On the bottom left graph, use (0 , 10) and (18 , 1)

o On the top right graph, use (4 , 12) and (16 , 15)

o On the bottom right graph, use (2 , 3) and (17 , 16).

Step 3) Find the slope using the points above.

o Label the points using (x1, y1) and (x2, y2), where the 1s

simply denote the numbers from the 1st ordered pair and

the 2s denote the numbers from the 2nd ordered pair.

(3 , 9) and (4 , 6)

(x1 , y1) and (x2 , y2)

o Substitute the values from Step 2 into the following

equation.

6 – 9

4 – 3

o Solve and simplify.

-3

1 or simply -3

Step 4) Write an equation in slope intercept form y = mx + b.

o Use the following graphic organizer to write the equations.

this stays the same slope (answer from step

3)

y intercept (estimate where the line on the

graph would cross the y-axis)

y = x +


Week 6 Alternate Directions for Two-Way Tables (page 3-4):

Add up the values for each row (across) and column (up and down)

and write the sums into the “Total” boxes.

Turkey Ham Cheese Total

Wheat

4 3 6 13

Rye 2 5 5

Total

Use a calculator to divide each fraction to turn it into a decimal.

Write your answer in the box.

Turkey Ham Cheese Total

Wheat

4/13 = 3/13 = 6/13 = 13/13 =

Rye 2/12 = 5/12 = 5/12 = 12/12 =

Learn at Home! (page 4): optional activity

Alternate Directions for Using Equations with Data (page 4-5):

Solve the following equations. Remember to place ( ) around the

variable/letter. Then put the value for that number in place of the

letter. Then solve using PEMDAS and/or the procedures for solving

two step equations.

o 1) y = 0.75x – 0.15x for x = 200

o 2) y = 218x + 520 for x = 8

o 3) y = 23x – 6 for y = 86

o 4) y = 40x + 30 for y = 350

o 5) y = 7.5x + 500 for x = 200

o 6) y = 2.5x + 3 for y = 33

Alternate Directions for Stretch Your Thinking! (page 5):

Graph the ordered pairs: (1 , 10) (2 , 15) (3, 23) (4 , 34) (5, 51) (6, 76)

o Remember, the first number goes to the right. The second

number goes up from there.

Does the graph show a positive, negative, or no correlation?

Complete the sentence stem:

o For every ____ years, _____ more memberships will be

obtained. Question 5) Complete the sentence stems by

estimating where the point would be on the graph.

Complete the sentence stem by estimating where the point would

be on the graph.

o For every 7years, _____ more memberships will be

obtained.

Find the line of best fit (directions above) using (1 , 10) and (6 , 76).

https://www.youtube.com/watch?v=LDIiYKYvvdA

https://www.youtube.com/watch?v=LDIiYKYvvdA

Week 5 and Week 6

MATH PLUS

Algebra 1/Intermediate Algebra Week 5

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Solve Using Elimination (Linear Combination)

4. 𝑥𝑥 − 𝑦𝑦 = 11 5. −6𝑥𝑥 + 6𝑦𝑦 = 6 2𝑥𝑥 + 𝑦𝑦 = 19 −6𝑥𝑥 + 3𝑦𝑦 = −12

6. 5𝑥𝑥 + 𝑦𝑦 = 9 7. 5𝑥𝑥 + 4𝑦𝑦 = −14 10𝑥𝑥 − 7𝑦𝑦 = −18 3𝑥𝑥 + 6𝑦𝑦 = 6

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1. Two high schools, East High and North High, are taking field trips to the state capital in Topeka. A total of 408 students from North High will be going in 6 buses and 3 vans. A total of 516 from East High will be going in 7 buses and 6 vans. Each van has the same number of passengers and each bus has the same number of passengers.

A) Write the system of equations that represents this problem. Let x represent the number of students in each bus and let y represent the number of students in each van.

B) Solve the system using the linear combination (elimination) method. Show all your work!!!!

C) Interpret the solution of the linear system in terms of the problem situation.

D) Check your solution algebraically.

Solve each system using linear combination (elimination)

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7. 2𝑥𝑥 = 6𝑦𝑦 = 17 8. 6𝑥𝑥 + 15𝑦𝑦 = 39 9. −2𝑥𝑥 + 10𝑦𝑦 = 16 −2𝑥𝑥 + 10𝑦𝑦 = −9 6𝑥𝑥 + 2𝑦𝑦 = −13 6𝑥𝑥 + 10𝑦𝑦 = −24 10. 4𝑥𝑥 − 5𝑦𝑦 = 13 11. 2𝑥𝑥 + 5𝑦𝑦 = 14 12. 7𝑥𝑥 + 2𝑦𝑦 = 11 −12𝑥𝑥 − 4𝑦𝑦 = −96 3𝑥𝑥 − 2𝑦𝑦 = −36 2𝑥𝑥 + 3𝑦𝑦 = 25

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Algebra Support for Specialized Instruction

Monday: 1-5 Tuesday 6-7, 1-6 Wednesday 1 a,b,c,d Thursday 7-9 Friday 10-12

EXPONENT PACKET

Label the parts of the expression using the following terms: power, base, exponent.

Multiplying Powers

Write the rule for Multiplying Powers: When multiplying variables with the same base you always add the exponents. Explain why this rule works: Practice: Simplify 1. 𝑥𝑥2 × 𝑥𝑥2 2. 3−1 × 34

3. 𝑑𝑑2 × 𝑑𝑑 4. 55 × 5−3

5. 𝑤𝑤5 × 𝑤𝑤9 6. 6𝑑𝑑3 ∙ 4𝑑𝑑6

7. 5𝑏𝑏9𝑐𝑐6 ∙ 7𝑏𝑏−2𝑐𝑐5 8. −13𝑦𝑦2𝑧𝑧4 ∙ 3𝑦𝑦5

Multiply Write in expanded form Answer

𝑥𝑥2 × 𝑥𝑥3 𝑥𝑥𝑥𝑥𝑥𝑥𝑥𝑥𝑥𝑥𝑥𝑥 𝑥𝑥5

𝑔𝑔5 × 𝑔𝑔2

2𝑥𝑥6 ∙ 𝑦𝑦5 ∙ 2𝑥𝑥 (2)(2)𝑥𝑥𝑥𝑥𝑥𝑥𝑥𝑥𝑥𝑥𝑥𝑥𝑥𝑥𝑦𝑦𝑦𝑦𝑦𝑦𝑦𝑦𝑦𝑦 4𝑥𝑥7𝑦𝑦5

(−2𝑔𝑔3) ∙ 6ℎ2 ∙ 6𝑔𝑔

BASE

EXPONENT

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Dividing Powers

Divide Write in expanded form Answer

𝑥𝑥5

𝑥𝑥2

𝑥𝑥𝑥𝑥𝑥𝑥𝑥𝑥𝑥𝑥𝑥𝑥𝑥𝑥

𝑥𝑥3

6𝑘𝑘3

3𝑘𝑘5 6𝑘𝑘𝑘𝑘𝑘𝑘

3𝑘𝑘𝑘𝑘𝑘𝑘𝑘𝑘𝑘𝑘

2𝑘𝑘−2

5𝑥𝑥3𝑦𝑦3

10𝑥𝑥𝑦𝑦2

Write the rule for dividing powers:

When dividing variables with exponents you always subtract the exponents.

When dividing you divide or reduce the coefficients.

Practice: Simplify

1. 𝑥𝑥3 ÷ 𝑥𝑥2 2. 𝑥𝑥−1 ÷ 𝑥𝑥4 3. 32

31

4. 5

5

5−3 5. 𝑑𝑑4𝑐𝑐6

𝑑𝑑2𝑐𝑐2 6. 9𝑥𝑥

5

3𝑥𝑥3

7 . 6𝑚𝑚

4

9𝑚𝑚6 8. 10ℎ6𝑘𝑘3

15ℎ4𝑘𝑘5

Power to a Power

ower to a Power Write in expanded form Answer

(𝑑𝑑3)2 (𝑑𝑑𝑑𝑑𝑑𝑑)(𝑑𝑑𝑑𝑑𝑑𝑑) 𝑑𝑑6

(𝑛𝑛4)6

(3𝑘𝑘5)3 (3𝑘𝑘𝑘𝑘𝑘𝑘𝑘𝑘𝑘𝑘)(3𝑘𝑘𝑘𝑘𝑘𝑘𝑘𝑘𝑘𝑘)(3𝑘𝑘𝑘𝑘𝑘𝑘𝑘𝑘𝑘𝑘) 27𝑘𝑘15

(2𝑥𝑥4)5

Write the rule for taking a power to a power:

To take a power to a power, you multiply the exponents.

When a coefficient is taken to a power you use the exponent.

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Practice: Simplify

1. (𝑓𝑓2)6 2. (𝑚𝑚3)9 3. (2𝑏𝑏−2)4

4. (ℎ3)−4 5. (3𝑔𝑔4ℎ2)3 6. (𝑏𝑏2)4 ∙ (𝑏𝑏6)3

Negative Exponents

Follow the example in the first row to fill in the other rows of the table.

Simplify Write in expanded form Reduced form Positive exponent

𝑥𝑥5

𝑥𝑥7

𝑥𝑥−2 𝑥𝑥 ∙ 𝑥𝑥 ∙ 𝑥𝑥 ∙ 𝑥𝑥 ∙ 𝑥𝑥𝑥𝑥 ∙ 𝑥𝑥 ∙ 𝑥𝑥 ∙ 𝑥𝑥 ∙ 𝑥𝑥 ∙ 𝑥𝑥 ∙ 𝑥𝑥

1𝑥𝑥 ∙ 𝑥𝑥

1𝑥𝑥2

𝑚𝑚3

𝑚𝑚6

𝑦𝑦9

𝑦𝑦3

𝑝𝑝8

𝑝𝑝7

Describe what you learned from the table above:

Examine the table at the left. Write a description of the relationship between positive and negative exponents and a monomials placement in a fraction. To write negative exponents as positive you : a) move the base with a negative exponent to the denominator or numerator b) once it is moved the negative becomes positive

Negative Exponent Positive Exponent

𝑥𝑥−3 1𝑥𝑥3

𝑚𝑚−5 1𝑚𝑚5

1𝑘𝑘−5

𝑘𝑘5

1𝑏𝑏−4

𝑏𝑏4

𝑥𝑥3𝑦𝑦−3 𝑥𝑥3

𝑦𝑦3

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Practice: Write each expression using only positive exponents

1. 2. 3.

4. 5. 6.

Zero Powers

Zero Power Value What is the relationship?

𝑥𝑥0 1

𝑚𝑚0 1

�1𝑘𝑘−5

�0

1

(𝑥𝑥𝑦𝑦𝑧𝑧)0 1

(𝑥𝑥3𝑦𝑦−3)0 1

Write the rule for zero exponents.

Anything to a zero power equals1.

Practice: Simplify

1. (−6.5)0 2. (𝑑𝑑3)0

3. (𝑥𝑥9)0(𝑥𝑥7)2 4. 10𝑚𝑚0𝑛𝑛5

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Multiplying Multiply the monomials together. Good luck. 1. a3 • a2 2. b7 • b4 3. (c12)(c5) 4. d

6 • d 5. (f 5)(f 3)(f

2) 6. g • g8 • g3 7. (h7)(h)(h11)(h) 8. j

8 • j –5 9. (k5)(k0)(k)

10. m5n3 • m4n7 11. (p7q11)(p2q8) 12. (r5t

4)(rt 3)

13. (u5v–3)(u–2v7) 14. w13x5 • w–2x7 • w3x–6 15. (y4z3)(y6)(y5z23) 16. (3a5)(4a2) 17. (10b9)(4b3) 18. –3c5 • 6c4 19. (4d

5)(d 3) 20. (–8f

2)(–6f 6) 21. (5g2)(4g3)(–2g6)

22. 4h • 7h–3 • 5h8 23. 7j

5k 3 • 8j

6k 2 24. (12mn)(3m6n4)

25. 4p2q3r5 • (–9p7q6r8) 26. (–5t

3uv2)(–3t 3u6v) 27. (–6w3x5)(7w2y4)(–2x3y6)

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Dividing Monomials Divide the monomials. Good luck.

1. a7

a3 2. b12

b5 3. c9

c2

4. d

8

d –3 5.

f 3f – 4 6.

g –2

g –8

7. h5j

7

h2j 3 8.

k8l 3

k6l 2 9.

m18n13

m14n10

10. p8q7

p–2q4 11. r

9t 4

r 5t

–2 12. u9

v – 4

u–3 v

–9

13. 8w9

2w6 14. 15x10

3x7 15. 18y11

6y2

16. –20z

4

4z 2 17.

28a13

– 4a9 18. –56b14

–8b8

19. 8c5

12c2 20. –9d

9

15d 8 21.

6f 712f 5

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22. 20g10h

8

12g7h 3 23.

36j 9k

6

–24j 9k

4 24. –18m21n38

–20m16n31

25. p10

p6 • p5

p2 26. q3

q5 • q8

q2 27. 3r

8

r • 4r

3

r 4

28. 27t

5u 6

t 4u

3 • t

7u 2

9t 3u

4 29. 3v

10 w

11

5v 8

w 2 •

7v 5

9v 2

w 4

30. 6x3y

6z 9

8x2y 4z

4 • 4x5z

4

x6y 3z

7 • x4y

9

3y 7z

Power to a Power Simplify the monomials by using the power of a power rule. Good luck.

1. (a3)4 2. (b2)6 3. (c8)9 4. (d

6)13 5. ( f 19)2 6. (g –3)–9

7. (h4j

5)6 8. (k8l 5)7 9. (mn9)3

10. (4p3)2 11. (7q5)3 12. (6r

4)5 13. (–6t

7)2 14. (–3u8)3 15. (–7v10)5 16. (3w3x4)6 17. (9y5z)2 18. (12ab8)3 19. (2c5d

3)6 20. (8 fg)3 21. (((h4)3)5)7 SHOW ALL WORK!!!

22. ( j 4)3 • ( j

5)2 23. (k 7)4 • (k

9)3 24. (m4n2)3 • (m5n6)2 25. (3p4)2 • (2p7)3 26. (– 4q5)3 • (6q)2 27. (2r

3t 8)5 • (10rt

7)2

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Algebra Support for Specialized Instruction

Monday: Multiplying Powers, Dividing Powers Tuesday: Power to Power, Negative Exponents Wednesday Zero powers, Multiplying (1-17 odd) Thursday Multiplying (18-27) Dividing Monomial (1-16 even) Friday: Dividing Monomials (17-27), Power to a Power (all odd)

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th - usd259€¦ · ms ela grade 8 week 5: april 27-may 1, 2020 dear parent(s)/guardian(s) and...

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