Pre-Algebra Practice Assignments
Day 1: March 30 - Pythagorean Theorem and Converse (8.G.B. 6 and 7)
Online: IXL 8th grade R.1, R.2, and R.5
Paper: Pythagorean Theorem and Converse Practice Worksheet
Day 2: March 31- Graph Linear Functions (8.F.3)
Online: IXL 8th grade Y.5 and Y.6
Paper: Graph Linear Functions Practice Worksheet
Day 3: April 1- Write Linear Functions (8.F.4)
Online: IXL 8th grade Y.7, Y.8, Y.9, Y.10, Z.11, and Z.14
Paper: Write Linear Functions Practice Worksheet
Day 4: April 2- Systems of Equations by Graphing (8.EE.8a)
Online: IXL 8th grade AA.1, AA.2, and AA.4
Paper: Systems of Equations by graphing Practice worksheet
Day 5: April 3- Systems of Equations by Substitution (8.EE.8a)
Online: IXL 8th grade AA.8
Paper: Systems of Equations by Substitution Practice Worksheet
3/20/2020 Untitled Assessment - 1
Untitled Assessment - 1 Collection: Draft
Created by Pete Garza
Q1: What is the length of the missing leg?
a = meters
Q2: One end of a cable is attached to the top of a agpole and the other end is attached 6 feet away from the base of the pole.
If the height of the agpole is 12 feet, nd the length of the cable.
Round your answer to the nearest tenth.
A 13. 4 feet
B 13. 1 feet
C 18 feet
D 10. 4 feet
https://app.edulastic.com/secure/as/printPreview?t=1584722801880 1/5 3/20/2020 Untitled Assessment - 1
Q3: A triangle has sides with lengths of 4 meters, 5 meters, and 7 meters. Is it a right triangle?
Answer: a a. yes
no
Enter Value
Q4: Kate plans to use four triangles like the one shown to form a diamond shape.
For her plan to work, the triangle must be a right triangle. Determine whether the triangle is a right triangle.
Answer: a a. yes
no
https://app.edulastic.com/secure/as/printPreview?t=1584722801880 2/5 3/20/2020 Untitled Assessment - 1
Q5: Part A Find the hypotenuse, c , of the triangle.
Figure not drawn to scale
−−− A √158 −−− B √160 −−− C √121 −− D √46
Part B Write the length of the hypotenuse rounded to nearest hundredth. The length of the hypotenuse is
Q6: What is the length of the hypotenuse, c ? Round your answer to the nearest hundredth.
Figure not drawn to scale c =
https://app.edulastic.com/secure/as/printPreview?t=1584722801880 3/5 3/20/2020 Untitled Assessment - 1
Q7: Consider the gure shown below.
What is the length of the missing leg?
b = millimeters
Q8: Find the perimeter of the gure below.
Figure not drawn to scale
Perimeter = ft
Q9: For the given solid gure, nd the value of the variable.
Figure not drawn to scale.
c = cm
https://app.edulastic.com/secure/as/printPreview?t=1584722801880 4/5 3/20/2020 Untitled Assessment - 1
Q10: Find the length of the hypotenuse in the following gure,
Figure not drawn to scale
c = Kilometers
Q11: A triangle with sides of lengths 9 cm , 12 cm and 15 cm is a right triangle.
A True
B False
Q12: A triangle has sides with lengths of 15 m, 20 m and 25 m .
Is it a right triangle?
Answer: a a. Yes
No
Pythagorean Theorem and Converse of Pythagorean Theorem Solutions
Q1: a = 12
Q2: A
Q3: No
Q4: Yes
Q5: 12.65
Q6: C = 8.06
Q7: b = 6
Q8: P = 30 feet
Q9: c = 10 cm
Q10: c = 20 Km
Q11: True
Q12: Yes 5/5
Kuta Software - Infinite Algebra 1 Name______
Graphing Lines Date______Period____
Sketch the graph of each line.
2) yx 1) y x y y x x
3) y 4) y x y y x x
6) x 5) y x y y x x
©3 p2a0H1A2i rKxu7tual qSHo4fvtiwkaarTey 2LuL5C9.x e ZAUlxlN Yrji7g6h3tcsa ArTeRsDeDrJv6erdn.X c 2MCanduer EwRigtthL LIdnjf4iQnxiEtIeg UA0l9g6ewbJrMa2 m1o.8 -1- Worksheet by Kuta Software LLC
8) x 7) y x y y x x
9) y x 10) y x y y
x x
12) yx 11) y x y y x x
©Y i2j0Z1j23 xKauItya1 uSqozfxtSw3aor1ee wLhLqCL.0 X fAWldlp 6reiYgjh7t0sA grieHsPebrRvueOdv.H N 3MzafdGej Zw7istshx HIMn3fCiznniXtpe3 vAOlSg8efbmrKaN W14.J -2- Worksheet by Kuta Software LLC
Kuta Software - Infinite Algebra 1 Name______
Graphing Lines Date______Period____
Sketch the graph of each line.
2) yx 1) y x y y x x
3) y 4) y x y y x x
6) x 5) y x y y x x
©L a2S0d1w2c UKQu8tDaX 5SdoufxtAw7aDrqed lLqLmCl.N 6 uAOljl4 4reiugehXtWs9 YrNeqsXe3rTvRezdm.s 5 2MmaSdjeT Jwpijtrhq sImnZfIiZnAi6tveT MA4lhgjeYbr eag E1e.e -1- Worksheet by Kuta Software LLC
8) x 7) y x y y x x
9) y x 10) y x y y
x x
12) yx 11) y x y y x x
Create your own worksheets like this one with Infinite Algebra 1. Free trial available at KutaSoftware.com
©Q E2X0f1n2f bKZuTtaaF aSromfAtLwLaIrbel GLgLRCu.0 t kA4l1l5 cr3iwgWhotksW vrneRsXer Rv7eIdK.s d AM7aadYeo RwNiytFh4 gIhncfQiInRi2tReN XAEl2gje3b5rUan V10.S -2- Worksheet by Kuta Software LLC 3/20/2020 Write Linear Functions Practice
Write Linear Functions Practice Collection: Draft
Created by Pete Garza
Q1: The points (4, 0) and (7, 6) lie on a particular line.
What is its equation in slope-intercept form of this line?
y = x −
Q2: A rental car company o ers a rental package for a mid-size car. The cost is comprised of a xed $40 administrative fee for the cleaning and maintenance of the car plus a rental cost of $45 per day.
Using x for the number of days and y for the total cost in dollars, construct a linear function to model the relationship between the number of days and the total cost of renting a mid-size car.
Answer:
Q3: A line includes the points (0, 2) and (1, 6) . What is the equation of the line in slope-intercept form? y = x +
https://app.edulastic.com/secure/as/printPreview?t=1584724908802 1/5 3/20/2020 Write Linear Functions Practice
Q4: What is the equation of the line that is graphed below?
Type your result in empty box provided below: y = x + Note: Use slash(/) to separate numerator and denominator.
Q5: The total pro t a company earns from selling cups of tea increases at a constant rate and is shown in the table below.
Cups of Tea, t Total Pro t, p 20 $14. 00 30 $21. 00 45 $31. 50 65 $45. 50
Write a function for the total pro t, p , in dollars, in terms of the number of cups of tea, t .
https://app.edulastic.com/secure/as/printPreview?t=1584724908802 2/5 3/20/2020 Write Linear Functions Practice
Q6: While hiking up the side of a mountain, Jason kept track of his progress and altitude.
After 20 minutes he had reached an elevation of 3, 622 feet.
After 60 minutes he had reached an elevation of 5, 066 feet.
Write an equation that represents a linear relationship between the time Jason has been hiking (x) and the altitude he is at (y) .
y =
Q7: A line goes through the points (−4, 7) and (1, 2) .
What is the equation of the line?
A y = x − 3
B y = −x + 3
C y = −x − 3
D y = x + 3
Q8: Write the function that is represented in the following set of data:
x 0 1 2 3 4 5 6
y 1 1.4 1.8 2.2 2.6 3 3.4
y =
Q9: Write an equation for the following: (3, -2) and a slope of -2.
https://app.edulastic.com/secure/as/printPreview?t=1584724908802 3/5 3/20/2020 Write Linear Functions Practice
Q10: Write an equation for the line shown in the graph below using the slope y-intercept formula.
Q11: Mr. Weiss has decided he needs a gym membership. The following graph was given to Mr. Weiss, showing the cost for a membership based on number of months. Write an equation for the graph in which y represents the total cost based on the number of months x.
https://app.edulastic.com/secure/as/printPreview?t=1584724908802 4/5 3/20/2020 Write Linear Functions Practice
Q12: A line contains the points (2, 3) and (−1, 2) .
Find the necessary information in order to complete the equation of the line.
y = x + Note: Use slash(/) to separate numerator and denominator.
Write Linear Equations Practice--Solutions Q1: y = 2x – 8
Q2: y = 45x + 40
Q3: y = 4x + 2
Q4: = 𝟏𝟏 Q5: 𝒚𝒚P = 0.7t𝟐𝟐 𝒙𝒙 −𝟑𝟑
Q6: = + 𝟑𝟑𝟑𝟑𝟏𝟏 Q7: B𝒚𝒚 𝟏𝟏𝟏𝟏 𝒙𝒙 𝟐𝟐𝟐𝟐𝟏𝟏𝟏𝟏
Q8: = x + 1 or y = .4x + 1 or y = 0.4x + 1 𝟐𝟐 Q9: 𝒚𝒚y = - 2x𝟓𝟓 + 4
Q10: y = -2x + 2
Q11: y = 50x + 200
Q12: = + 𝟏𝟏 𝟕𝟕 𝒚𝒚 − 𝟑𝟑 𝒙𝒙 𝟑𝟑
https://app.edulastic.com/secure/as/printPreview?t=1584724908802 5/5
Kuta Software - Infinite Algebra 1 Name______
Solving Systems of Equations by Graphing Date______Period____
Solve each system by graphing.
2) yx 1) y x yx y y x
y
x
x
4) y 3) y x y x y x y y
x x
©i M2J0G1w28 HKFuitVau 5SRoqfItRw0ahrXe8 5L0L7CX.k s KAClslM 9rViVgzhntGsP r PePsQeUrXvceOd0.z l jM5aydPe4 vwFiStohn yISn0fZi0nhi0trev rAllTgceXbJrhaN 71X.I -1- Worksheet by Kuta Software LLC
5) yx 6) yx yx y x y y
x x
7) y x 8) y x yx y x y y
x x
©4 R2j0x1027 TKXuCtaaH eSCo2fttowmaQrIe4 MLNLmCI.U x xALlTlR nrqihgGhJt6sw RrCeZshevrbvNeedv.p 0 kMWahdaey bwBiUtthx 4IInSfDi1nKint4eq jAEl9g6exbYr8aW X1p.i -2- Worksheet by Kuta Software LLC
Kuta Software - Infinite Algebra 1 Name______
Solving Systems of Equations by Graphing Date______Period____
Solve each system by graphing.
2) yx 1) y x yx y y x
y
x
x (, )
(, )
4) y 3) y x y x y x y y
x x
(, ) (, )
©e 82x0M1G26 YKNuCtlaX S dowf9tRwPaHrsef ULMLGCM.8 R 0A8lHlD rrHiNguh8t3s0 Krse0sqebrtvpeZdH.T G wM7ad Sej HwEiHtohy KIBnOfniRnHigtuei TAql6gbeTborVa6 r18.h -1- Worksheet by Kuta Software LLC
5) yx 6) yx yx y x y y
x x
No solution (, )
7) y x 8) y x yx y x y y
x x
(, ) (, )
Create your own worksheets like this one with Infinite Algebra 1. Free trial available at KutaSoftware.com
©y n2M0E1N2x VKQumt6aX xSxo6fMtNwuarrhe0 bLTLjCe.D g gAql0le XroiNguh9tMsn lrceyspeTrhv4eMd5.L 3 WMPaOdEeZ AwFiftXh6 HIQnMf1iqnOiBtfe3 MAGlLg9ehbDr9aI H1R.3 -2- Worksheet by Kuta Software LLC
Kuta Software - Infinite Algebra 1 Name______
Solving Systems of Equations by Substitution Date______Period____
Solve each system by substitution.
1) y = 6x − 11 2) 2x − 3y = −1 −2x − 3y = −7 y = x − 1
3) y = −3x + 5 4) −3x − 3y = 3 5x − 4y = −3 y = −5x − 17
5) y = −2 6) y = 5x − 7 4x − 3y = 18 −3x − 2y = −12
7) −4x + y = 6 8) −7x − 2y = −13 −5x − y = 21 x − 2y = 11
9) −5x + y = −2 10) −5x + y = −3 −3x + 6y = −12 3x − 8y = 24
©P 2280S1i2G GKquhtlaY oSWo1fwtZwGalrUen SLCLWCr.J a CAVlolr GrUiqg9hetDsg OryewsdegrGvkeDdz.J H OMlaAdkeT LwqiUtphO eIGnf piYn0i5tZeX 4AvlQgRe2bIrSaR f1W.y -1- Worksheet by Kuta Software LLC
11) x + 3y = 1 12) −3x − 8y = 20 −3x − 3y = −15 −5x + y = 19
13) −3x + 3y = 4 14) −3x + 3y = 3 −x + y = 3 −5x + y = 13
15) 6x + 6y = −6 16) 2x + y = 20 5x + y = −13 6x − 5y = 12
17) −3x − 4y = 2 18) −2x + 6y = 6 3x + 3y = −3 −7x + 8y = −5
19) −5x − 8y = 17 20) −2x − y = −9 2x − 7y = −17 5x − 2y = 18
©5 T2t0G1h2s AKGuqtbak FSDoafRtuwaalrKeR vL0LUCq.E n hAol8lw NrkiJgVhPt2sb VrDexs8e9rYvxeFdS.e d jM4aNdJew rwqi9tThU jI9n9fPilnCi4tAeZ GAulCgpeRbFrdae g1N.D -2- Worksheet by Kuta Software LLC
Kuta Software - Infinite Algebra 1 Name______
Solving Systems of Equations by Substitution Date______Period____
Solve each system by substitution.
1) y = 6x − 11 2) 2x − 3y = −1 −2x − 3y = −7 y = x − 1 (2, 1) (4, 3)
3) y = −3x + 5 4) −3x − 3y = 3 5x − 4y = −3 y = −5x − 17 (1, 2) (−4, 3)
5) y = −2 6) y = 5x − 7 4x − 3y = 18 −3x − 2y = −12 (3, −2) (2, 3)
7) −4x + y = 6 8) −7x − 2y = −13 −5x − y = 21 x − 2y = 11 (−3, −6) (3, −4)
9) −5x + y = −2 10) −5x + y = −3 −3x + 6y = −12 3x − 8y = 24 (0, −2) (0, −3)
©8 y2J0J132e NKaujt0aM ySeoCfCt7wVayrleK 2LzLxCf.t w oAMlZlq wrZiugOh8tYsl CrGeMsYeNrUvgendm.R 4 3MEaFdMeW hwIiftBhQ 5IOnxfFisnfirtbeX nAmligBeAbxrhaD s1v.F -1- Worksheet by Kuta Software LLC
11) x + 3y = 1 12) −3x − 8y = 20 −3x − 3y = −15 −5x + y = 19 (7, −2) (−4, −1)
13) −3x + 3y = 4 14) −3x + 3y = 3 −x + y = 3 −5x + y = 13 No solution (−3, −2)
15) 6x + 6y = −6 16) 2x + y = 20 5x + y = −13 6x − 5y = 12 (−3, 2) (7, 6)
17) −3x − 4y = 2 18) −2x + 6y = 6 3x + 3y = −3 −7x + 8y = −5 (−2, 1) (3, 2)
19) −5x − 8y = 17 20) −2x − y = −9 2x − 7y = −17 5x − 2y = 18 (−5, 1) (4, 1)
Create your own worksheets like this one with Infinite Algebra 1 . Free trial available at KutaSoftware.com
©L 9200M1s2A dK1uYtmah 1Sgof FtlwhaxrkeL 6LDLQCM.z H lA7ldlB oroihg5hbtMsW 3rge9sTe3r cvBeldz.5 R eMcabdyeF owTiMtbhZ VI OnGf9ien4ittSeK iAGlAgYebbzr3ad A10.I -2- Worksheet by Kuta Software LLC Science Extended Learning Plan Week 1 Whether you have a 6th, 7th or 8th grade student we have set up family friendly science activities that can be done one per day with all of your children. While we all practice social distancing, have some science fun with the family.
Day 1 Static Electricity
Day 2 Ooze
Day 3 Kite Science
Day 4 Lemonade Fizzy Drink
Day 5 Musical Straws Static Electricity Experiment
They say opposites attract and that couldn't be truer with these fun static electricity experiments. Find out about positively and negatively charged particles using a few basic items, can you control if they will be attracted or unattracted to each other?
What you'll need:
● 2 inflated balloons with string attached ● Your hair ● Aluminium can ● Woolen fabric
Instructions:
1. Rub the 2 balloons one by one against the woolen fabric, then try moving the balloons together, do they want to or are they unattracted to each other? 2. Rub 1 of the balloons back and forth on your hair then slowly it pull it away, ask someone nearby what they can see or if there's nobody else around try looking in a mirror. 3. Put the aluminium can on its side on a table, after rubbing the balloon on your hair again hold the balloon close to the can and watch as it rolls towards it, slowly move the balloon away from the can and it will follow.
What's happening?
Rubbing the balloons against the woolen fabric or your hair creates static electricity. This involves negatively charged particles (electrons) jumping to positively charged objects. When you rub the balloons against your hair or the fabric they become negatively charged, they have taken some of the electrons from the hair/fabric and left them positively charged.
They say opposites attract and that is certainly the case in these experiments, your positively charged hair is attracted to the negatively charged balloon and starts to rise up to meet it. This is similar to the aluminium can which is drawn to the negatively charged balloon as the area near it becomes positively charged, once again opposites attract.
In the first experiment both the balloons were negatively charged after rubbing them against the woolen fabric, because of this they were unattracted to each other. OOZE
In our everyday lives, we experience three states of matter. These are solids, liquids, and gases. The difference between these states depends on the tiny particles that make them up—how tightly they’re packed and how fast they’re moving. Any substance can change from one state to the other.
What, exactly, is Ooze—solid, liquid, gas?
Explore the states of matter (continued) (15-•‐30 minutes) Ooze – What is this stuff – solid or liquid? The cornstarch and water suspension has some pretty surprising properties. Sometimes it feels hard and nearly solid, and other times it feels runny and liquid. Ooze is a Non-•‐Newtonian fluid, meaning that it doesn’t act like a typical liquid. Its viscosity changes with the speed and strength of the force applied to it. Ooze What is this stuff-solid or liquid? Activity Guide
Try This!
1. Add two measures of cornstarch to the small bowl. 2. Add one measure of water to the bowl. (Optional: Add food coloring to the water before you put it in the bowl.) 3. Use your hands to combine the cornstarch and water. 4. Poke the ooze gently, then stir it slowly with your finger. How does it behave? 5. Now poke the ooze sharply, and drag your finger through the bowl quickly. Does it react differently when you apply more force? 6. Pick up some ooze, and let it run through your fingers. Now squeeze some in your hand. How does it behave?
Note: You can make as much or as little “ooze” as you like, using a ratio of 2 parts cornstarch to 1 part water.
What’s Going On?
The cornstarch and water mixture has some pretty surprising properties. The “ooze” looks and feels like a thick liquid when you touch it gently, or let it run through your fingers. But it seems to get hard like a solid when you apply more force, and can even appear dry and powdery.
Ooze is a non-Newtonian fluid, meaning that it acts like a liquid when being poured, but like a solid when a force is acting on it. Its viscosity increases with the speed and strength of the force applied to it, so sometimes it feels hard and nearly solid, and other times it feels runny and liquid.
A Newtonian fluid has a constant rate of flow regardless of the forces acting on it.
A non-Newtonian fluid is any fluid that behaves differently depending on the amount of force acting on it.
Sciencenter, Ithaca, NY 17 www.sciencenter.org Ooze Activity Guide
Learning Objective
A non-•‐Newtonian fluid acts like a liquid when being poured, but like a solid when acted on by a force.
Materials
Cornstarch Water Food coloring (optional) Bowls Measuring cup
Sciencenter, Ithaca, NY 18 www.sciencenter.org -National Kite Month: Why a Kite Flys https://www.gombergkites.com/nkm/why.html
LIFT, DRAG, AND GRAVITY:
A kite and airplanes are heavier-than-air object that are flown by the lift created by air in motion over their wings. An airplane relies on thrust from its engines. A kite is tethered in place and needs moving air (wind) to fly.
There are many possible kite shapes. Each of these shapes, and how they use their aerodynamic features (either built in or added on) will determine if or how it flies.
Wind moving across the sail of a kite creates pressure. Lift results from this wind pressure being deflected along the face of the kite. In other words, the wind pushes up on the kite. Think of wind pressure like a hand, pushing the kite up into the sky and holding it there. If the hand is removed, the kite will fall.
At the same time, wind passing over the top of the kite creates an area of low pressure, like a vacuum, along the back of the kite. This creates a pull from behind.
A kite is affected by thrust, drag and by gravity.
1 of 4 3/20/2020, 9:22 AM -National Kite Month: Why a Kite Flys https://www.gombergkites.com/nkm/why.html
Drag is created by wind resistance on the kite's surface (and tail). Drag can also result from turbulence behind the kite. Gravity is the downward force created by the weight of the kite. Thrust is the power of the wind which creates lift.
To fly, a kite needs to have enough lift to overcome gravity and drag.
All of these forces - lift, drag, gravity, and the thrust of the wind come together in the kite at a place called the center of pressure. And not surprisingly, that's where you tie your kite string. We call this special place the tow point.
By moving the place your string is attached to the kite on the bridle line, you can change the amount of lift that is created. You do this by changing what we call the angle of attack. This is the angle that the kite leans into the wind.
DIHEDRAL::
The one other thing that is important in understanding flight is something called dihedral. This is a special word from geometry that describes the angle formed when two wings come together.
The dihedral angle of a kites wings helps the kite fly smoothly. If the wings lean back at the same angle, then the wind pushes equally on both wings. If one side of the kite begins to turn further into the wind, then the wind will push harder on that side until the kite becomes stable again. So with a proper dihedral angle built into the kite's design, it will fly properly balanced in the sky. We call that equilibrium.
FLIGHT STABILITY::
Properly balancing the dihedral of the kite, the tow point of the bridle, and even a varying amount of tail will affect the stability of your kite along the vertical (yaw), lateral (pitch) and longitudinal (roll) axes.
2 of 4 3/20/2020, 9:22 AM -National Kite Month: Why a Kite Flys https://www.gombergkites.com/nkm/why.html
Yaw is the rotating action about a kite's vertical axis. This is the imaginary line that goes from the ground up through the kite into the sky. The kite turns to the right or left, just like an airplane turns from the right or the left as you watch it from the ground.
If the tow point is too far forward, or if the kite is not properly balanced, it may start sliding or rotating. To correct the problem:
Try moving the tow point back Check the kite for balance Try adding tail (drag at the bottom of the kite Pitch is the rotating action about a kite's lateral axis. This is another imaginary line. On an airplane, you can think of the wings as the lateral axis.
If a kite has a poor bridle, or inadequate sticks, the wind can distort its shape and create a flapping or pitching motion. To correct the problem:
Add more bridle lines to balance the wind pressure around the kite Use stronger sticks Roll is the rotating action about a kite's longitudinal axis. On an airplane, this would be the imaginary line through the body or fuselage. When an airplane, or kite, rolls, one wing lifts higher and the other is lowered.
A flat kite will be unstable and will tend to dip to one side or the other to reduce pressure on the sails. To correct the problem:
Move the tow point forward Add more tail to the kite Bow the kite to create a dihedral
3 of 4 3/20/2020, 9:22 AM -National Kite Month: Why a Kite Flys https://www.gombergkites.com/nkm/why.html
Material courtesy of the American Kitefliers Association. For a copy of the teaching manual "Kites in Classroom", contact the AKA Online StoreIllustrations courtesy of the Pellham Book of Kites
Back to the "Kites as Education" Home Page
.
4 of 4 3/20/2020, 9:22 AM How to Make a Kite - Buggy and Buddy https://buggyandbuddy.com/make-kite/
2 of 35 3/20/2020, 9:27 AM How to Make a Kite - Buggy and Buddy https://buggyandbuddy.com/make-kite/
4 of 35 3/20/2020, 9:27 AM How to Make a Kite - Buggy and Buddy https://buggyandbuddy.com/make-kite/
5 of 35 3/20/2020, 9:27 AM How to Make a Kite - Buggy and Buddy https://buggyandbuddy.com/make-kite/
7 of 35 3/20/2020, 9:27 AM How to Make a Kite - Buggy and Buddy https://buggyandbuddy.com/make-kite/
8 of 35 3/20/2020, 9:27 AM How to Make a Kite - Buggy and Buddy https://buggyandbuddy.com/make-kite/
9 of 35 3/20/2020, 9:27 AM How to Make a Kite - Buggy and Buddy https://buggyandbuddy.com/make-kite/
11 of 35 3/20/2020, 9:27 AM How to Make a Kite - Buggy and Buddy https://buggyandbuddy.com/make-kite/
12 of 35 3/20/2020, 9:27 AM How to Make a Kite - Buggy and Buddy https://buggyandbuddy.com/make-kite/
13 of 35 3/20/2020, 9:27 AM Make Lemonade Fizzy Drink
There's a lot of people out there that like drinking fizzy drinks, so why not do a fun science experiment that leaves you with your own lemon soda to drink afterwards!
A bit of lemon here and a bit of baking soda there and before you know it you'll be an expert at making your own fizzy drinks. Make your own lemonade softdrink with this fun experiment for kids.
What you'll need:
● Lemon ● Drinking glass ● Water ● 1 teaspoon of baking soda ● Some sugar to make it sweet
Instructions:
1. Squeeze as much of the juice from the lemon as you can into the glass. 2. Pour in an equal amount of water as lemon juice. 3. Stir in the teaspoon of baking soda. 4. Give the mixture a taste and add in some sugar if you think it needs to be sweeter.
What's happening?
The mixture you created should go bubbly and taste like a lemonade, soda, fizzy or soft drink, if you added some sugar it might even taste like a lemon flavoured soft drink you've bought at a store. The bubbles that form when you add the baking soda to the lemon mixture are carbon dioxide (CO2), these are the same bubbles you'll find in proper fizzy drinks. Of course they add a few other flavored sweeteners but it's not much different to what you made. If you are wondering how the carbon dioxide bubbles formed, it was because you created a chemical reaction when you added the lemon (an acid) to the baking soda (a base).
We miss you! We have put together a packet that is a review of the things we have covered this year. It is an End of Course (EOC) review. The idea is that you do one to two pages of the packet each day. We have included a resource to help you in locating and remembering the information. There are also two links for online resources for each day. One link is a video to Crash Course and the on the other link will be an activity that can be performed online. We hope to see you soon, in the meantime enjoy.
Week One, March 30
Monday:
Packet Page 1- label the map, fill out important information for the dates, complete terms and people information
US Crash Course- Colonial America https://youtu.be/p47tZLJbdag
Khan Academy- Columbian Exchange https://www.khanacademy.org/humanities/us- history/precontact-and-early-colonial-era/old-and-new-worlds-collide/e/the-columbian-exchange
Tuesday:
Packet Page 2- Match the names with the most appropriate image and explain their significance to the American Revolution.
US Crash Course- Prelude to American Revolution https://youtu.be/Eytc9ZaNWyc
Khan Academy- Road to Revolution
https://www.khanacademy.org/humanities/us-history/road-to-revolution
Wednesday:
Packet Page 3- Complete the Graphic organizer for the American Revolution
US Crash Course- American Revolution https://youtu.be/3EiSymRrKI4
Khan Academy- American Revolution https://www.khanacademy.org/humanities/ap-us-history/period- 3/apush-the-american-revolution/e/apush-the-american-revolution-exercise
Thursday: Packet Page 4 & 5- complete the graphic organizer on the documents that led to Freedom
Documents and Arguments to Freedom
Khan Academy- intro to DOI https://www.khanacademy.org/humanities/world-history/1600s- 1800s/seven-years-war/v/background-and-introduction-to-the-united-states-declaration-of- independence
You tube: https://www.youtube.com/watch?v=eIO-7dFz2JU
Friday: Packet Page 6- Complete your guide to the Constitution
Crash Course- Constitution https://youtu.be/bO7FQsCcbD8
Icivics- https://www.icivics.org/games/race-to-ratify
(1450-1763)
1607:
1620:
Mercantilism: John Peter Zenger:
Roger Williams:
Triangular Trade Route: William Penn:
Thomas Hooker: Transatlantic Slave Trade:
Jonathan Edwards: Great Awakening: Match the names with the most appropriate image and explain their significance to the American Revolution.
Abigail Adams Wentworth Cheswell Marquis de Lafayette John Adams Benjamin Franklin Thomas Paine Samuel Adams Bernardo de Galvez Haym Salomon James Armistead Patrick Henry Mercy Otis Warren Crispus Attucks John Paul Jones Where Significance How When Why Who Documents Significance Magna Carta (1215) Virginia House of Burgesses (1619) Mayflower Compact (1620)
Fundamental Orders of Connecticut (1639)
English Bill of Rights (1689)
Declaration of Independence Describe ideas influenced by John Locke: (1776)
Articles of Confederation (1777)
Constitution (1787)
Federalist Papers (1787-1788)
Bill of Rights (1791) ” ” ” “The House of Representatives shall be composed of composed be shall Representatives of House “The People. the by year second every chosen Members any in quartered be of peace in time shall, Soldier “No of time in nor Owner, the of consent the without house, law. by beprescribed to manner a in but war, collect and lay To Power have shall Congress “The Excises… and Imposts Duties, Taxes, e shall direct” direct” eshall t ” ” “…delegates shall be annually appointed in such in appointed annually be shall “…delegates Sta each of legislatures the as manner or army standing peace-time a maintain may state “…no to isrequired State every but bypirates, infested unless navy, with trained]…militia, [well well-regulated a ready, keep of quantity proper a tents, pieces, field of sufficient…number ammunition arms, levied laid and be shall proportion that paying for taxes “The several of the oflegislatures the direction and authority the by in States United the by upon agreed time the within States assembled. Congress ” ” In the space provided below each set of quotes, explain and describe the grievances described in the Declarationthe ofdescribed Independence in andgrievances the ofexplainprovidedhoweach quotes, describe below Inspace and the set Instructions: of addressedArticles the in Confederationwere Constitution. they changedthe and in “He has dissolved Representative Houses repeatedly, Houses Representative dissolved has “He the on invasions his firmness manly with opposing for people. the of rights Standing of peace, times in us, among kept has “He legislatures. our of Consent the without Armies consent.” our without us on taxes imposing “For 1. Constitutional Convention of 1787: Explain the major ideas of each plan and compromise discussed at the Constitutional Convention.
New Jersey Plan Virginia Plan
Great Compromise Three-Fifths Compromise
2. Describe the arguments for and against the ratification of the Constitution. Federalists Anti-Federalists Ratification
Who? Who?
3. Describe the parts of the Constitution. Preamble: Describe ideas influenced by Charles de Montesquieu:
Articles:
Amendments: Describe ideas influenced by William Blackstone:
4. Describe the citizenship process and the rights and responsibilities of U.S. citizens. Citizenship Rights Responsibilities Era: Exploration & Colonization th 8 Grade Social Studies STAAR Review Dates: 1587-1763
Reasons for Exploration Important Dates
*Religion (God) 1607- Jamestown - First permanent English settlement *Wealth (Gold) 1620- Mayflower Compact - Beginning of self-government by the *Fame and International recognition (Glory) colonists *Leads to discovery of North America and eventually colonization Early Representative Government Reasons for Colonization Mayflower Compact - Signed by many pilgrims, helped establish *Political: European rivalries caused nations to the idea of self -government. compete with each other to establish colonial empires throughout the world, extending their Virginia House of Burgesses - 1st representative assembly in North wealth and power America
*Religious: some colonies were founded for Fundamental Orders of Connecticut - first example of a religious reform or to escape religious persecution constitution (formal written plan of government) in the colonies
*Economic: some colonies were founded as business ventures by charter companies funded by private investors 13 Colonies
*Social: some colonies’ laws created a different New England Colonies: Massachusetts, New Hampshire, Rhode kind of society Island, Connecticut
• People: Mostly Puritans from England • Climate: Long cold winters, rocky soil, vast forests • Economy: Shipbuilding, timber, fishing, whaling, merchant trade
Middle Colonies: Pennsylvania, New York, New Jersey, Delaware
• People: Diverse population from different European countries, Quakers • Climate: milder winters, longer growing season, good soil for cash crops • Economy: Cash crops of wheat, other grains, fruits, vegetables, artisans
Southern Colonies: Maryland, Virginia, North Carolina, South Carolina, Georgia
• People: English Anglicans, Catholics, enslaved Africans • Climate: Warm, rainy, year-round growing season, rich soil for cash crops • Economy: dominated by plantations, cash crops of tobacco, rice, indigo, and cotton
Mercantilism Key Vocabulary
*British government imposes strict control of colonial Joint-stock company-a company in which investors buy stock, in return for a share of the future profits. economy Burgesses-elected representatives to an assembly. *America discouraged from producing manufactured goods Representative government- People chosen by the *America encouraged to buy British goods citizens to make decisions on their behalf and to *America’s trade with other countries is restricted represent them in the legislative assembly. Toleration- the acceptance of different beliefs. Mercantilism- theory that a state or nation’s power is Free Enterprise dependent on its wealth. *Government does not control but regulates to make it fair 1st Great Awakening — a period of great revivalism that spread throughout the colonies in the 1730s and *Free to produce whatever goods wanted 1740s. It deemphasized the importance of church *Free to buy goods from any country doctrine and instead put a greater importance on the *Free Trade: The U.S. can trade with any country it wants to individual and their spiritual experience. Indentured servant- laborer who agreed to work without pay for a certain period of time in exchange for passage to America.
People of the Colonies
Thomas Hooker — Founder of the state of Connecticut, “Father of American Democracy. Connecticut adopted the Fundamental Orders of Connecticut sometimes called the “First written Constitution.” William Penn — Established Pennsylvania as a refuge for Quakers. He supported freedom of worship, welcomed immigrants, and did not require residents to serve in a militia. Anne Hutchinson — Banished from Massachusetts colony; one of the founders of Rhode Island Roger Williams -- political and religious leader best remembered for his strong stance on the separation of church and state and founding the colony of Rhode Island.
Transatlantic Slave Trade
*Developed and lowered slave cost *“Triangular Slave Trade” moved slaves, cash crops, and manufactured goods among European, West African and colonial ports *Demand for labor in plantation systems in the southern colonies increased the need for slaves *Southern plantations (large farms) produced “cash crops” for export, including tobacco, indigo, and rice
Slavery Established
*The need for cheap laborers to grow cash crops encouraged white settlers to use African slaves
Era: American Revolution th 8 Grade Social Studies STAAR Review Dates: 1563-1783
French and Indian War (1754-1763) Leaders of the American Revolution
*British colonists wanted to take over French George Washington — Commander-in-Chief of the Continental land in North America in the Ohio River Valley. Army
*British soldiers fought against French soldiers Samuel Adams — Boston Patriot who opposed British taxation. He and Native Americans. established the committee of correspondence. Leader of the Sons of Liberty. *Native Americans joined against the British Benjamin Franklin — Author, publisher, inventor and diplomat because they were afraid the British would take Thomas Jefferson - main author of the Declaration of over their land. Independence
Patrick Henry — Patriot from Virginia, “Give me Liberty. Or give me death!” Treaty of Paris (1763) Thomas Paine — Wrote Common Sense and American Crisis, He
*Ended the French and Indian War urged Americans to support the Patriot cause during the American Revolution. *Also as a result of the war, the British began John Adams - advocated independence; Continental Congress taxing the colonists to pay for the war and the delegate; Declaration of Independence Committee proclamation line of 1763 was established to Abigail Adams — Wife of John Adams, known for her stance on keep colonists from settling west of the women’s rights in letters to her husband. Appalachian Mountains. Wentworth Cheswell — Educated African-American Patriot, made the same midnight ride as Paul Revere warning that the British Key Vocabulary were coming. Mercy Otis Warren — Patriot writer that supported independence Boycott-refusing to buy goods from a certain and convinced others to join the cause. First woman historian of country. the American Revolution, published plays, books and poetry. Repeal-to cancel an act or law. James Armistead — African-American spy during the American Writs of Assistance-legal document that allowed Revolution. Spied on Lord Cornwallis’ camp. officers to search homes and warehouses for Bernardo de Galvez — Spaniard who held off British in New goods that might be smuggled. Orleans, but allowed Americans use of the port. Committee of Correspondence-governments Crispus Attucks — American Hero and Martyr of the Boston created in each colony before the revolution to Massacre organize resistance against the British. Haym Salomon — Polish Jew who spied for Americans and was Militia-military force made up of ordinary held as a translator for the Germans by the British. citizens. Marquis de Lafayette — French Noble who helped Americans Blockade-using ships to prevent goods from during the Revolutionary War leaving a harbor. John Paul Jones — Founder of the U.S. Navy. Led raids on British Patriots-American colonists who were ships and famous for yelling “I have not yet begun to fight” determined to gain independence from the King George III — King of England during the American Revolution British. Loyalists-American colonists who stayed loyal to Great Britain. Civil Disobedience — the refusal to obey certain laws or governmental demands for the purpose of influencing legislation or government policy, characterized by the employment of such nonviolent techniques as boycotting, picketing, and nonpayment of taxes. Unalienable Rights — rights that cannot or should not be taken away by a government because they are given by God; examples: “Life, Liberty and the Pursuit of Happiness”.
Causes of the American Revolution
Date Event Description 1763 Proclamation of 1763 Law passed by the King of England forbidding the colonists to settle west of the Appalachian Mountains 1764 Sugar Act Tax on molasses. One of many events angering the colonists 1765 Stamp Act Tax on legal documents, newspapers, licenses, diplomas, dice, and playing cards. 1765 Quartering Act British soldiers could stay in colonists’ homes; angered colonists. 1770 Boston Massacre First civilians killed by British soldiers 1770 Townshend Acts Taxed goods such as glass, paper, lead, silk, and tea; angered colonists. 1773 Tea Act Tax on tea; led to the Boston Tea Party (protest using civil disobedience.) 1774 Boston Tea Party An act of civil disobedience; colonists dumped British tea into Boston Harbor protesting the Tea Act. 1774 Intolerable Acts A series of severe laws (cancelled town meetings, closed Boston Harbor) passed to punish the colonists for the Boston Tea Party. 1774 First Continental Congress First organizing of the colonists, representatives from the colonists met to discuss the colonies dissatisfaction with England; Olive Branch Petition - Colonists declare loyalty to King George III, but ask him to cancel the Intolerable Acts
Events of the Revolutionary War
Lexington and Concord 1775 — First battles of the Revolution British planned to arrest American leaders Paul Revere made famous ride to warn about the British attack “Shot Heard Round the World”
Declaration of Independence 1776 — Document written by Thomas Jefferson, claiming independence from Great Britain based on the philosophies of Locke, Montesquieu, and Blackstone “When in the course of human events…, government should protect life, liberty, and the pursuit of happiness (unalienable rights.)”
Saratoga 1777 — turning point of the war Important victory because it influenced foreign nations to support America in its war against England France used its Navy in the Americans effort for victory
Winter at Valley Forge 1777 – American endurance Thousands of Washington’s troops died during the winter Troops lacked food and clothing
Yorktown 1781 — last major battle of the war French ships prevented British supplies to reach Yorktown British surrender because of lack of supplies British lost hope of winning war and began negotiating the Treaty of Paris 1783
Treaty of Paris 1783 — ended the American Revolution The 13 colonies became independent from England The boundaries of the new nation were the Mississippi river to the west, Canada to the North, and Spanish Florida to the south. th Era: Constitutional Government 8 Grade Social Studies STAAR Review Dates: 1783-1791
7 Principles of the Constitution Ratification of the Constitution Federalist Papers (1787-1788) – Essays written to Separation of Powers– Divides the powers of government into 3 branches. encourage ratification of the constitution. Example: Legislative Branch – makes the laws; Executive Branch – Federalists: Alexander Hamilton, John Jay, and James executes the laws; Judicial Branch – interprets the laws Madison. Anti-Federalists: Patrick Henry, George Mason Checks and Balances– makes sure no branch of the government becomes too powerful. Example: The President can veto a bill, Congress can impeach a president, and the Supreme Court can rule a law unconstitutional.
Federalism– Power is shared between the states and national government. Example: US and TX sharing powers
Limited government– the power of the government is restricted by the U.S. Constitution. Example: “No one is above the law.”
Republicanism– A system where people vote for elected representatives to run the government. Example: voting for representatives and Senators in Congress
Popular Sovereignty– The people hold the ultimate power. Example: “We the people…”
Individual Rights: Bill of Rights - 1st ten amendments to the Constitution Example: Protect individual rights and liberties
The Bill of Rights
1st- Amendment– Freedom of speech, religion and press; right to assemble; right to petition 2nd - Amendment– Right to bear arms. 3rd- Amendment– No quartering of troops during peace time. th 4 - Amendment– No unlawful search and seizure. 5th- Amendment– Right to Due Process, no double jeopardy, do not have to testify against yourself. th 6 - Amendment– The right to a fast and public trial, right to have a lawyer. 7th - Amendment– Trial by jury in civil cases. th 8 - Amendment– No cruel or unusual punishment or excessive fines or bail 9th - Amendment– Rights reserved to the people. th 10 - Amendment– Powers reserved to the states
Three-Fifths Compromise – Compromise between northern and southern states over how slaves would be counted in determining a state’s population. Three out of every five slaves would be counted.
The Articles of Confederation (1781) – First form of government established by the 13 states. Replaced by the US Constitution because it created a weak form of central government.
Strengths of Articles of Confederation • States’ rights (result of strong fear of a tyrannical leader) • Confederation of states with equal voice in Congress • Congress had power to make war and peace, sign treaties; raise an army and navy; print money, and set up a postal system Weaknesses of Articles of Confederation • No national taxes (no ability to gain national revenue to pay for army, navy, or other national interests; had to ask the states for money which they often ignored) • No federal court system (no ability to settle disputes between states) • Lack of strong federal government (reduced ability to settle disputes over state boundaries) • No power to regulate commerce (quarrels about taxes on goods that crossed state borders) • No federal leader (no “Executive” to lead the country) • Limited military = no protection • More populous states wanted more representation
Key Vocabulary Grievance in the Declaration of Addressed in the Constitution Independence Constitution-the supreme law of the land in Taxation without representation All states have representation in the United States. Written in 1787. Congress which sets taxes Compromise-agreement between two or more King has absolute power Congress has the power to override sides, in which both sides give up something Presidential veto with 2/3’s vote they want. Federalist-person who supported the US Colonists not allowed to speak out 1st Amendment – Freedom of Speech Constitution. against the King; Committees of Anti-Federalist-person who opposed the US correspondence Constitution. Quartering Act forced colonists to 3rd Amendment – No quartering of Due Process- idea that the government must house troops troops follow procedures established by law. Allowed homes to be searched 4th Amendment – No unwarranted Ratification – approval of a document or policy without warrants; writs of assistance search & seizure Amendment – an addition to a document No trial by jury of peers 6th Amendment – Speedy and public Sovereignty – independent power trial, by an impartial jury 7th Amendment – Right of trial by jury Amending the Constitution Purposes – the Constitution can be changed or amended when it is deemed necessary by the people to adjust to changing times and to maintain a “living” document
Process – proposal by Congress (by two-thirds vote of both houses) or proposal from a
convention called by two-thirds of the states. The proposal is then sent to the state legislatures to be ratified, must have three-fourths votes to Criteria to become a citizen pass or passage by three-fourths votes in special *are at least 18 years old state conventions *lived as a legal immigrant in the U.S. for a specific period of time, *lived for a specific period of time in the state or U.S. territory from where you are applying *have “good moral character” and have not been convicted of certain crimes, *can speak, read and write in English, *know the basics of U.S. history, government and civics, *understand and have an attachment to the U.S. Constitution.
8th Grade Social Studies STAAR Review Era: Early Republic & Jackson Dates: 1789-1836
Development of Political Parties
FEDERALISTS DEMOCRATIC-REPUBLICANS Important Alexander Hamilton Thomas Jefferson Leaders John Adams James Madison ISSUES
Government Strong national government Weak national government & strong state government Constitution Loose interpretation Strict interpretation Economy Based on industry Based on agriculture Democracy Fear of mob rule Fear of rule by one or few Foreign Affairs Closer ties with England Closer ties with France National Bank For: Build U.S credit, pay war debts, Against: Unconstitutional, most southern create a national currency states were debt free Taxation For: Raise revenue with taxes Against: Taxes were unfairly high for small, western families Tariffs For: Raise revenue, protect U. S. Against: Agricultural economies hurt by manufacturers (from lower cost imports) increased cost of imported goods
U.S. Presidents (F) – Foreign (D) - Domestic President Key Events George Washington (D)*National Bank – debate over government authority to create a bank in order to create a stable (1789-1797) economic system and pay off debts (D)*Federal Judiciary Act – setting up a court system (D)*Whiskey Rebellion – used strength of new government to stop farmers rebelling over a tax on whiskey (F)*Proclamation of Neutrality – U.S. would not choose sides in French & British conflicts (F)*Farewell Address – warned country against political parties, national debt & foreign alliances John Adams (F)*XYZ Affair – French agents attempted to bribe U.S. negotiators who came to talk about French (1797-1801) attacks on American ships (D)*Alien and Sedition Acts – targeted immigrants who generally supported the Democratic- Republican Party Thomas Jefferson (D)*Marbury vs Madison – established judicial review (1801-1809) (F)*Louisiana Purchase – purchased from France for $15 million, doubled the size of the U.S. and acquired complete control of the Mississippi River and the Port of New Orleans (F)*Embargo Act of 1807 – cut off all trade with Europe, devastated U.S. economy James Madison (F)*War of 1812 – 2nd War for Independence or “Mr. Madison’s War”, U.S. proves it can defend (1809-1817) itself and earned worldwide respect, helps spark the Industrial Revolution (Father of the Constitution) James Monroe (D)*Missouri Compromise - Admitted Missouri as a slave state& Maine as a free state; prohibited (1817-1825) slavery north of Missouri maintaining balance between free and slave states in Congress. (F)*Monroe Doctrine - Declaration stating that Europe was not allowed to interfere in the affairs of
any country in the Western Hemisphere; prohibited any new European colonization in the Western Hemisphere John Quincy Adams (F)*Tariff of Abominations (1825-1829)
War of 1812 (1812-1814) Supreme Court Cases
Causes Marbury vs. Madison- establishes judicial review *England prevented trade with other countries (the Supreme Court can declare laws passed by *England Impressed (kidnapped) sailors and forced them into the British Congress or action by the President Navy unconstitutional.) *England encouraged Native Americans to attack settlers *War Hawks wanted to take Canada McCullough vs. Maryland - Case concerning the national bank, established the power of the Events national government over the state governments. *British naval blockade (cut off trade) *Burning of Washington, D.C. (Dolly Madison saves artifacts) Gibbons vs. Ogden - Steamboat case about a *Francis Scott Key wrote the Star Spangled Banner monopoly. Establishes that the federal *Treaty of Ghent officially ends the war government is above the states in cases involving
*Battle of New Orleans an American victory makes Andrew Jackson a interstate commerce (trade.) war hero Worcester vs. Georgia – Case concerning Indian
Removal, Supreme Court rules Cherokee nation Effects *Foreign Affairs — America proved it could protect itself. was a “distinct community”, only the federal *Economy — America became more independent of foreign trade; government had authority to deal with Native Americans (cannot take Native American lands created their own goods, sparked the Industrial Revolution unlawfully or create Native American laws) *Nationalism — helped Americans feel more Patriotic about their country. Andrew Jackson (1829-1837) (Old Hickory) Key Vocabulary *Expanded suffrage – voting rights expanded Unconstitutional-against the Constitution. to all white adult males (no property Necessary and Proper- the right of Congress to make any laws that are qualifications) needed to carry out their powers guaranteed in the Constitution (Elastic
Clause). *Indian Removal Act - American Indians are Precedent- a tradition. forced to move west of the Mississippi River to Cabinet-group of advisers to the president. Indian Territory (present day Oklahoma)
Judicial Review- right of Supreme Court to determine if a law violates the * Trail of Tears – Cherokee were forced to Constitution. leave their territory as troops marched them Tariff-a tax on imported goods. west under the Indian Removal Act; thousands Sedition-activities aimed at weakening an established government. died of cold hunger and disease Nullify-to cancel a law. *Nullification Crisis - S. Carolina, led by John C. Laissez faire-economic system where the government does not interfere. Calhoun threatened to secede from US after Impressment-forcing people into service, as in the navy. nullifying protective tariffs by ignoring a Embargo-prohibition of trade with a country. federal law that they feel unfairly hurts their Nationalism-love of one’s country. state (or unconstitutional).
Era of Good Feelings-period of time following the War of 1812 when the US *Killed the National Bank – Jackson disliked the had a sense of Nationalism. National Bank; felt had too much power and Protective tariff-tax on imported goods to protect the American economy. benefitted the wealthy and not the “Common Suffrage- the right to vote. Man” Jacksonian Democracy – The main idea that as many people should be allowed to vote Spoils system-after an election government jobs are given to political supporters of the new president. Tariff of Abominations-protective tax from 1828 to protect US industry. Strongly opposed by the South.
Nullification-the right of a state to nullify any federal law they oppose. States’ rights- political powers reserved for the state, as opposed to the federal government.
Secede- to leave the Union.
th Era: Westward Expansion/ 8 Grade Social Studies STAAR Review Industrialization/Reform/Culture Dates: 1780-1850s Factors That Encouraged Westward Expansion:
Economic – new land for farmers; new resources and raw Manifest Destiny: materials; new trade routes and markets (Santa Fe Trail); new The belief that opportunities to start a business; low prices for land, America had the God- advances in transportation, and the California Gold Rush given right to expand (1849) across the continent
from “sea to shining Political – expand the nation’s borders/territory to provided security; desire to expand democracy sea”
Social – refuge for persecuted groups (Mormons), romantic notions of life in the West, opportunity to start a new life
Territorial Expansion: Treaty of Paris 1783, the Louisiana Purchase (1803), Annexation of Texas (1845), the Oregon Territory (1846), the Mexican Cession (1848), and the Gadsden Purchase (1853).
The Northwest Ordinance (1787) created an orderly procedure for establishing territories and applying for statehood
*Territories could apply for statehood once the population achieved 60,000.
*New states would be equal to the original 13 states.
*Citizens would have the same freedoms, rights, and Mexican War (1846-1848) (James K. Polk –President) protections as the citizens of the original 13 states. *America and Mexico argued over the border between the *Slavery was prohibited. Texas and Mexico.
Transportation *America invaded Mexico and Mexico surrendered.
Erie Canal: completed in 1825. It created a water route which * Treaty of Guadalupe Hidalgo ended the war and Mexico linked farmers to northern manufacturing sites. recognizes Texas as a part of the U.S. and settles border
dispute– Rio Grande the border. Railroads: linked the nation from the east to west coast. Many Chinese and Irish immigrants completed construction; rail *Mexico gave up the Mexican Cession (present day states travel led to a decline in the use of canals of California, New Mexico, Arizona, and Colorado which
Transcontinental Railroad: Railroad line that linked the well- helped complete Manifest Destiny. developed railway network of the East Coast with rapidly growing California. Key Vocabulary
Cede - to give land up by treaty. Industrial Revolution Forty-niner- person who went to find gold in California in Beginning of mass production, interchangeable parts; lowers 1849 cost of goods; factory system; urbanization; deplorable work conditions Factory System-method of manufacturing in the Industrial Revolution, using machines and factories. Factors that led to industrialization: Interchangeable parts-parts that are identical and can be *War of 1812– America could not buy goods from England and replaced. was forced to make their own goods *Inventions changed the way goods were produced Skilled/unskilled workers-a worker who has a special skill *Improvements in transportation– made it easier, faster and or knowledge to complete a task. cheaper to send goods to buyers Push & Pull Factors – forces that pushed people out of
Main features of Industrialization: their native land and pulled them toward new places
1. Occurred in the North Immigration - Moving from one country to another 2. machines began to do the work that people did 3. unskilled workers replaced skilled workers Immigrants - People who settle in a new country
4. more people worked, including women and children Urbanization — social process where cities grow and 5. increased immigration from other countries societies become more urban
Inventor Invention Inventor Invention Eli Whitney Interchangeable parts Samuel Morse Morse code/telegraph- 1837 Eli Whitney Cotton gin- 1793 Elias Howe Sewing machine- 1846 Robert Fulton Steamboat- 1807 Cyrus McCormick Mechanical reaper- 1847 John Deere Plow- 1836 Henry Bessemer Bessemer steel process- 1860’s
2nd Great Awakening
A period of religious revivalism in the 1800’s that focused on reform and repairing moral injustices.
Reform Movements Temperance movement: reform movement to reduce use of alcoholic beverages. Women’s Rights Movement: This movement sought the equal treatment of women, including the right to vote. First meeting at the Seneca Falls Convention (July 1848) Wrote Declaration of Sentiments “All men and women are created equal” Education Reform: A movement to get more and better public schools so every child in America could get an education. Mental Health and Prison Reform: Movement to improve prisons and the treatment of mental health patients. Labor Reform: To get better working conditions, better pay, and limits on working hours. Abolition Movement: The social movement to end slavery.
Reformers Abolitionists Time Period Accomplishment William Lloyd Garrison 1831 Newspaper, The Liberator, the New England Anti-Slavery Society
Frederick Douglass 1847 Freed slave- speaker, The North Star Sojourner Truth 1850’s Runaway slave, in 1827 changed her name and spoke for the abolitionist movement and women’s rights Harriet Tubman 1854 Underground Railroad Grimke Sisters 1840’s Southern sisters who moved to Philadelphia and became abolitionists Education Time Period Accomplishment Horace Mann 1837 Head of the state School Board of New York- pushed for free tax supported schools Mary Lyon 1837 Founded Mount Holyoke- Female seminary (first women’s college in the US) Temperance 1820 Accomplishment Carry A. Nation Some states banned the sale of alcohol; Member of the Woman’s Christian Temperance Union; used a hatchet to smash saloons in Kansas illegally selling alcohol Prison Reform / Care Time Period Accomplishment of the Disabled Dorothea Dix 1841-1860 Improved care for the mentally ill, hospitals, and prisons. Women’s Rights Time Period Accomplishment Elizabeth Cady Stanton 1848 Wrote the Declaration of Sentiments, it was patterned after the Declaration of Independence. Fought for women’s suffrage Susan B. Anthony 1840’s Women’s rights organizer, fought for women’s suffrage. Elizabeth Blackwell 1st woman to attend medical school and get a medical degree.
19th Century Culture Literature Transcendentalism - To focus more on the spiritual and not the material world. Ralph Waldo Emerson- Transcendentalist; urged Americans to cast off European influence and develop their own beliefs; learn about life from self-examination and from nature as well as books; wrote Concord Hymn Henry David Thoreau - Wrote Civil Disobedience; protested Mexican War and supported Abolitionism Edgar Allen Poe – The Raven, The Murders in the Rue Morgue – first detective story; wrote sci-fi short stories Mark Twain – Tom Sawyer; wrote about life in the South along the Mississippi Art Hudson River School artists – their paintings depict the American landscape and reflect three themes of America in the 19th century: discovery, exploration, and settlement John James Audubon – drew American wildlife; accurate drawings of American birds and his notes made significant contributions to ornithology and natural history. Music Spirituals of enslaved African Americans and gospel music Battle Hymn of the Republic (lyrics by Julia Ward Howe)
th Era: Civil War & Reconstruction 8 Grade Social Studies STAAR Review Dates: 1860 - 1877
Sectionalism (1836 – 1860) Civil War (1861-1865) Fighting between the North and South over the Tension between the North and the South as each issue of slavery. North wins and slaves are granted Freedom, Citizenship, “section” of the country places its own interests above and the right to vote. the country as a whole Secession (withdrawal of Southern States from the Union) *The North relied on factories & manufacturing *Southerners did not trust Lincoln and had threatened to secede even *The South relied on plantations (slavery) and farms before Lincoln won the Election of 1860 *They had different economic interest *They based their arguments on the ideas of State’s Rights *They wanted the National Government to side with *They argued that they had voluntarily joined the union and therefore them on issues. had the right to leave The Tariff of Abominations and the Nullification Crisis *December 20, 1860– South Carolina becomes the first state to secede increased sectionalism in the country. Other southern states soon followed and formed the Confederate States Kansas-Nebraska Act of America with Jefferson Davis as their President *Nebraska Territory was divide into two territories. People of the Civil War *Slavery in each territory was to be decided by popular Abraham Lincoln– President of the United States during the Civil War. sovereignty (vote by the people). (Emancipation Proclamation, Gettysburg Address) *Anti-slavery and Pro-slavery forces rushed into the Jefferson Davis– President of the Confederate States of America. territories in order to vote. Inaugural address proclaimed States’ Rights. *A key figure was John Brown who was an extreme Ulysses S. Grant– Commanding Union General– won major victories for abolitionist that murdered slavery supporters. the Union (Shiloh and Vicksburg) - defeated Lee’s troops in Virginia and Bleeding Kansas accepted Lee’s surrender at the Appomattox court hose in 1865 Conflict between pro-slavery and anti-slavery people in Robert E. Lee--Confederate General– commanded the Northern Army of Kansas from 1854-1859 Virginia-respected by Northerners and loved by white southerners– won early victories and invaded the north twice and lost both times (at Compromise of 1850 Antietam and Gettysburg) - surrendered at Appomattox Preserved balance of free and slave states and said Stonewall Jackson – commander in the Confederate army that congress would not regulate slavery in territories. William Carney — 1st African-American awarded the Medal of Honor California becomes a free state, no slave trade in D.C., while serving with the 54th Massachusetts Regiment during the Civil Popular Sovereignty in Mexican Session. War. Held the flag at Fort. Wagner. Fugitive Slave Act Philip Bazaar — Navy Seaman who was awarded the Medal of Honor for Helped slave owners recover their runaway slaves his valor in the Battle for Fort Fisher of the American Civil War. from the North. (Part of Compromise of 1850) Emancipation Dred Scott Decision (1857) Emancipation Proclamation freed all of the slaves in the Southern States Slavery was made legal in all territories. African Issued by President Lincoln on January 1, 1863– Lincoln did not, Americans were denied citizenship rights, even if they however, have the power to free the slaves in the Southern States so in were free. reality it freed very few slaves.
Battles of the Civil War
Fort Sumter (first shots of the Civil war) *Before supplies could arrive Confederate troops attack the fort and the Civil war begins
Battle of Antietam (single bloodiest battle of the Civil War)
Siege of Vicksburg (Important Union victory) *Confederates lost control of the Mississippi River *Vicksburg, Mississippi was the last Confederate stronghold along the Mississippi River
Battle of Gettysburg (Important Union victory) *The only time the Confederate Army tried to win a battle in Northern Territory *Pickett’s Charge was the turning point in the battle. Pickett led Confederate soldiers into the middle of Union forces and it was disastrous *Lincoln gave the Gettysburg Address here in honor of the dead Union soldiers stating the Union was worth fighting for, included ideas about liberty and equality.
Appomattox Courthouse *Lee Surrenders to Grant; War is over
Lincoln Assassinated *Lincoln was shot and killed in Ford’s Theater by John Wilkes Booth 5 days after Lee’s surrender Reconstruction 1865-1877 (The process of re-admitting Southern States into the Union) *Andrew Johnson was the President during Reconstruction after Lincoln’s death. *Followed Lincoln’s goals for reconstruction and pushed for the ratification of the thirteenth amendment, which prohibited slavery. *Radical republicans wanted to use the Federal government to impose a new order on the South and grant citizenship rights to former slaves.
Reconstruction Amendments to the Constitution *13th Amendment— Freed Slaves in all states *14th Amendment — Made all former slaves American Citizens *15th Amendment — Allowed all former slaves the right to vote Reconstruction Legislation *Homestead Act – free title to lands west of the Mississippi River; had to improve the land *Morrill Act – states received federal land to finance agricultural colleges *Dawes Act – divided Indian reservations into sections for individual Native Americans to own; resulted in loss of Native American lands and cultures
People of Reconstruction Andrew Johnson- president during Reconstruction; Impeached by the House of Representatives, not removed from office by the Senate Hiram Rhodes Revels — American clergyman and educator who became the first black citizen to be elected to the U.S. Senate (1870-1871) during Reconstruction. He performed competently in office, advocating desegregation in the schools and on the railroads.
Key Vocabulary – Civil War Key Vocabulary – Reconstruction
Republican Party-party created in the 1850s to oppose Inflation-a continuous rise in the price of goods and services. slavery. Freedmen- a person freed from slavery. Confederate States of America-name for the states that Black Codes- laws passed in the South after the Civil War seceded from the Union during the Civil War. aimed at controlling freedmen. Martial Law-temporary rule by a military force over civilians. Radical Republicans- Republicans who favored extreme Emancipate- to free from slavery. approach to Reconstruction. Draft-the selection of persons for required military service. Reconstruction Act (Radical Reconstruction) — plan made by Habeas Corpus-legal order for an inquiry to determine “radical” Republicans in Congress to reconstruct the south whether a person has been lawfully imprisoned. after the Civil War Scalawags- name given to Southerners who supported Key People Republican Reconstruction of the South. Carpetbaggers-name given to Northern whites who moved John C. Calhoun — Jackson’s Vice-President.; created a South after the Civil War and supported the Republicans. doctrine of nullification which said that a state could decide if Sharecroppers-farmers who work land for an owner who a law was constitutional; supporter of states’ rights provides the equipment and seeds and receives a share of the Henry Clay — Politician known as “The Great Compromiser” profit. Created the Missouri Compromise, Compromise of 1850 and Ku Klux Klan- a violent opposition group to the Radical the compromise that ended the nullification crisis. Republican policies. Poll taxes- a tax per person that had to be paid before the Daniel Webster — Representative and senator in the person could vote. Congress. Known for his debates against Haynes and Calhoun Literacy tests- method used to prevent African Americans from on the topics of states’ rights and nullification; preserve the voting by requiring to prove they could read and write. Union Grandfather clause- clause that allowing people who did not pass the literacy test to vote if their fathers or grandfathers had voted before Reconstruction began. Segregation- separation or isolation of a race, class, or group.
8TH ELA Week One Activities
MONDAY-
1. News ELA- Lizzo/Rise to Fame Directions: Read article and answer questions #1-4 https://newsela-media.s3.amazonaws.com/pdfs/lizzo-rise-to-fame-51423- article_and_quiz.pdf?AWSAccessKeyId=AKIAIOXSRXVQ3RGAX2FA&Signature=oUzQTvvFy3DoW RM5Bxm9DLUHgbc%3D&Expires=1584721279
2. Literary Terms word search Directions: find literary term in word search and circle
3. Homophone worksheet Directions: determine which word spelling is correct. https://www.ereadingworksheets.com/free-grammar-worksheets/homophones-worksheet- 01.pdf
TUESDAY
1. My first baseball game-analyzing theme Directions: read short story and answer question https://teacher.depaul.edu/Documents/MyFirstBaseballGameFictionUpdatedNovember2016_002 .pdf
2. All things grammar word search http://allthingsgrammar.weebly.com/uploads/2/3/2/9/23290220/crossword-adj_adv.pdf
3. Double Negative worksheet Find negative word that does not belong in the sentence and reword to make sense. https://www.ereadingworksheets.com/free-grammar-worksheets/double-negatives-worksheet- 01.pdf
WEDNESDAY
1. My Job-short text Directions: read short story and answer question https://teacher.depaul.edu/Documents/MyJobFiction8thgrade.pdf
2. Was vs Were worksheet https://www.ereadingworksheets.com/free-grammar-worksheets/was-and-were-worksheet.pdf
3. https://naturalhistory.si.edu/visit/virtual-tour Take the virtual tour of the Smithsonian Natural History Museum. When you are finished, write two properly punctuated paragraphs. The first should be about what you found the most interesting. The second should be about what you learned that you never knew before.
THURSDAY 1. Read the story “The Sniper” by Liam O’Flaherty.
Write a properly punctuated paragraph interpreting what you think the theme of the story is – that is, the message that the author is trying to give to the reader. Why do you feel this way? Use details specific reasons and support. How does the use of irony contribute to the theme of the story? Summarize the sniper’s plan to kill the other sniper. https://www.classicshorts.com/stories/sniper.html
2. Spelling worksheet https://englishlinx.com/cgi-bin/pdf_viewer_1.cgi?script_name=%2Fpdf_common_core%2FSpelling- Writing-P-1-Intermediate-ELA-Literacy.L.8.2.pdf&x=82&y=10
3.General word vs Precise(diction)
Directions: Please write the best diction word possible to replace the one listed
https://englishlinx.com/cgi-bin/pdf_viewer_5.cgi?script_name=%2Fpdf_common_core%2FGeneral- and-Precise-Words-Worksheet-Verbs-CCSS.ELA-Literacy.W.8.3d.pdf&x=62&y=14
FRIDAY
1. Going, Going, Gone Directions: Read the article and answer the multiple choice questions. https://commonlit.s3.us-west- 2.amazonaws.com/texts/student_pdfs/000/002/018/original/commonlit_going-going- gone_student.pdf?X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz- Credential=AKIAVWWGJUDZHQYRJAEU%2F20200320%2Fus-west-2%2Fs3%2Faws4_request&X- Amz-Date=20200320T164947Z&X-Amz-Expires=30&X-Amz-SignedHeaders=host&X-Amz- Signature=36cc039d33e9068adc039b5e085e09dfc284a7603ace7979b4564dadaa9103c2
2. The Way of the World Directions: Read the article and answer the questions. Make sure to answer each question completely. https://www.ereadingworksheets.com/reading-worksheets/the-way-of-the-world-story- structure-worksheet-7.pdf
3. Word Puzzle Directions: Look at the picture and try to figure out what the phrase is http://dweef.com/wp-content/uploads/2019/12/middle-school-math-puzzleksheets- clubdetirologrono-brain-teasers-pdf-printable-teaser.jpg
How Lizzo went from underground phenom to rising pop star By Bethonie Butler, Washington Post on 05.01.19 Word Count 779 Level MAX
Lizzo performing at Day Two of Boston Calling, May 2016. Photo by: Andrew Moran/Wikimedia
Even if you've never heard of Lizzo, you've probably at least heard Lizzo.
Around this time last year, the singer, who also raps and plays the flute (we'll get back to that in a minute), established an ubiquitous presence in commercials and TV/movie trailers. Listen to her music, and it's easy to see why— her songs are catchy and self-assured, blending thumping bass and gospel riffs into infectious tracks that are undeniably hers. The Detroit native, who grew up in Houston, has described her music as "church with a twerk."
Lizzo, born Melissa Viviane Jefferson, has been an underground sensation for years. She performed in indie hip-hop groups before releasing her debut album, "Lizzobangers," in 2013, followed by another indie release and several EPs. But she's courting mainstream success with her latest album, "Cuz I Love You," released April 19 on Atlantic, a showstopping Coachella run and an ever-expanding catalogue of songs that speak perfectly to everything from a Netflix rom-com to a line of sparkling cocktails.
This article is available at 5 reading levels at https://newsela.com. Lizzo is, as they say, having a moment. She just announced a second leg of her tour, dubbed "Cuz I Love You Too," to support her major-label debut.
Lizzo's songs feel like instant song-of-the-summer contenders. Her confidence is contagious. "If I'm shinin', everybody gonna shine," she declares on "Juice," the joyful lead single on "Cuz I Love You." In "Tempo," a club banger featuring Missy Elliott, Lizzo asserts that slow songs aren't worthy of her curves. "Can't move all of this here to one of those," she purrs.
Her lyrics are often playful, but Lizzo has the musical chops to back them up. She's been playing the flute since she was 10 and has worked the classical instrument into her music and stage presence. She's a band geek at heart, having played in marching bands from middle school to the University of Houston, where she majored in classical flute performance.
"Juice" delightfully gave way to a parody of "Anchorman's" legendary jazz flute scene.
Many of the songs that have popped into our collective atmosphere predate "Cuz I Love You." Lizzo lends her 2017 breakup single "Truth Hurts," to a memorable scene in Netflix's new rom- com "Someone Great," starring "Jane the Virgin's" Gina Rodriguez.
Lizzo's 2016 extended play, "Coconut Oil," spawned at least two songs that went into heavy rotation. Her self-love anthem, "Good as Hell," first featured in "Barbershop: The Next Cut," was later heard in "A Bad Moms Christmas" and "I Feel Pretty." A few months ago, Weight Watchers featured the soulful "Worship" in a campaign announcing the brand's revamp as WW. (Cadillac has also used the song.)
Lizzo, who has been a champion of body positivity, drew some flack for the Weight Watchers ad. ("I made a commitment to feel-good music. I had to show my belly a lot of attention, a lot of love," she told the New York Times last year.) Some fans were irked to hear Lizzo's music being used to promote a brand built around dieting. She addressed the backlash in candid Instagram Live videos and recently called it "a learning experience."
Lizzo's body is the centerpiece of her new album's cover, which features the singer nude, her long black hair cascading down her back. In a recent video, posted to her social media accounts, she smooches a cake version of herself in the stripped-down pose.
She has been open about the times she wasn't so confident. Her father died in 2010, throwing the singer, then 21, into a deep depression. He had been her music's biggest champion, and his death almost led her to quit.
"I was like 'I have no reason to do this anymore because I was doing it for him,'" Lizzo recently told Trevor Noah. "But then I realized I have to do this for myself because he was doing it for me."
Lizzo says she is also doing it for her fans. "I can't wake up one day and not be black. I can't wake up one day and not be a woman. I can't wake up one day and not be fat," she said in a Teen Vogue interview last year. "I always had those three things against me in this world, and because I fight for myself, I have to fight for everyone else."
And she remains determined to share her music — and message — with the world. Over the weekend, as her Coachella set suffered from ongoing technical issues, she took matters into her own hands, performing "Juice" a cappella.
This article is available at 5 reading levels at https://newsela.com. At one point, she reached for her flute. "If they ain't gonna get the music right, I'm gonna get the music right," she reportedly told the crowd.
This article is available at 5 reading levels at https://newsela.com. Quiz
1 How did Lizzo respond to fans' unfavorable point of view of "Worship" being used in a Weight Watchers campaign?
(A) She admitted that she should not have let her music be used in the ad during a New York Times interview.
(B) She countered that it should not matter if her music was used in a Weight Watchers ad if it was also used in a Cadillac ad.
(C) She responded to the concerns using social media and expressed that working with Weight Watchers was a learning experience for her.
(D) She acknowledged the backlash in an online post and promised fans that she would avoid working with dieting companies in the future.
2 Which answer choice BEST explains why the author wrote this article?
(A) to describe the career of a popular musician and help the reader understand the message behind her music
(B) to describe a popular musician's childhood and explain how her family helped her career take shape
(C) to discuss the social movement of body positivity and argue that more pop stars should incorporate body positive themes into their music
(D) to discuss a pop star's recent album release and help the reader understand what the singles on that album sound like
3 What is the relationship between the following selections from the article?
Around this time last year, the singer, who also raps and plays the flute (we'll get back to that in a minute), established an ubiquitous presence in commercials and TV/movie trailers. Her self-love anthem, "Good as Hell," first featured in "Barbershop: The Next Cut," was later heard in "A Bad Moms Christmas" and "I Feel Pretty."
(A) Both selections state opinions about the subject of the article.
(B) The first selection expresses the main idea and the second selection provides a supporting detail.
(C) The first selection represents a claim made by the author and the second selection provides conflicting evidence.
(D) Both selections articulate central ideas of the article.
4 Which of the following details is MOST important to the development of the central idea?
(A) But she's courting mainstream success with her latest album, "Cuz I Love You," released April 19 on Atlantic, a showstopping Coachella run and an ever-expanding catalogue of songs that speak perfectly to everything from a Netflix rom-com to a line of sparkling cocktails.
(B) She's a band geek at heart, having played in marching bands from middle school to the University of Houston, where she majored in classical flute performance.
(C) Her father died in 2010, throwing the singer, then 21, into a deep depression.
(D) Over the weekend, as her Coachella set suffered from ongoing technical issues, she took matters into her own hands, performing "Juice" a cappella.
This article is available at 5 reading levels at https://newsela.com. Name: ______Double Negatives Worksheet 1 Brave Knights!
Directions: Circle the negative words. There are at least two in each sentence. Then rewrite the sentence without using double negatives.
1. I've never seen no knight riding on no dog.
Rewrite the sentence without double negatives
2. There's no way that no knight could ride on no dog nohow.
Rewrite the sentence without double negatives
3. Even if a knight could ride on a dog, it wouldn't be no Sir Kevin.
Rewrite the sentence without double negatives
4. Sir Kevin can't barely ride a rocking horse.
Rewrite the sentence without double negatives
5. Sir Kevin hasn't slain no dragon or nothing.
Rewrite the sentence without double negatives
6. Sir Kevin hasn't saved nobody and don't no one even know him.
Rewrite the sentence without double negatives
7. I ain't accepting no duel with no Sir Kevin neither.
Rewrite the sentence without double negatives
8. He can keep asking but I'm not going nowhere but under this bush.
Rewrite the sentence without double negatives
9. There aren't no knights brave enough to fight me inside of this bush no way.
Rewrite the sentence without double negatives
10. It won't never be no Sir Kevin who can't hardly swing his sword to save his life.
Rewrite the sentence without double negatives
Name: ______Date: ______
General and Precise Words Worksheet (Verbs)
A general word is a word that you use in everyday language. A precise word is a higher level word that has a similar meaning to the general word.
Directions: Write a precise verb for each general verb listed on the lines given below.
Example A: run‐ sprint
1. help‐ ______
2. hug‐ ______
3. laugh‐ ______
4. move‐ ______
5. obey‐ ______
6. practice‐ ______
7. fix‐ ______
8. lift‐ ______
9. shout‐ ______
10. talk‐ ______
11. disappear‐ ______
12. yell‐ ______
CCSS.ELA‐Literacy.W.8.3d GRAMMAR CROSSWORD ADJECTIVES & ADVERBS
Read the clues and fill in the missing words.
1 2 3 ACROSS E X C I T E D 1. My brother excitedly told me the good news. He was very ___.
4. Sarah was very excited. She ___ ran to school.
4 5 6 7. James is a loud person. He usually speaks ___.
10. Stewart is a quiet person. He usually speaks ___.
7 8 11. I was ___. I hungrily ate my dinner.
13. My grandfather is very wise. He ___ told me to study hard.
15. My homework was easy. I ___ finished it in ten minutes.
18. He was ___. He wrongly told me to 9 turn left, not right.
20. You should never be ___. You should 10 never speak to someone rudely.
21. I don’t exercise very much. In fact, I ___ ever exercise!
11 DOWN
12 1. Billy was very eager for the show to begin. He waited ___.
13 14 2. My father is a careful driver. He always drives ___.
3. He was very ___. He kindly showed me the way to the library.
15 16 5. Mariam was very ___. She calmly waited for a doctor to arrive.
17 6. Mountain climbing is an extreme sport. It is ___ dangerous.
8. I am a bad tennis player. I play tennis ___.
18 19 9. I ___ ate my dinner. I was hungry.
12. That man is very honest. He ___ told 20 me what happened.
14. My cat is very ___. It just lazily sleeps 21 all day.
16. I’m a ___ driver. I drive slowly.
17. He was ___. He shouted at me angrily.
19. I’m a good dancer. I dance ___.
Dobie / Adapted from esltopics.com Name: ______Homophones Worksheet 1 Return of the Ninjas!
Part One: Choose the correct word.
1. "I can't believe this class is one hour / our long," said John. 2. "I know, that's a long thyme / time , right?" I replied. 3. John is my best friend and I'll never meat / meet a better friend than him. 4. Our teacher was giving us a lessen / lesson on homophones.
5. It was still pretty early in the morning / mourning. 6. That was when those ninjas jumped threw / through the window. 7. I was worried because ninjas are masters of the marshal / martial arts. 8. I could feel their cold stairs / stares on me. 9. "John, they are here to steal / steel our teacher's answer keys," I said. 10. John didn't seam / seem that worried. 11. I exclaimed, "We can knot / not let that happen, John!" 12. John said, "I just don't sea / see why we should put ourselves in danger for more homework." 13. I stood up and said, "Because it's the right / write thing to do, John." 14. Some of these ninjas were twice my sighs / size so I had to be smart. 15. I grabbed the answer keys and ran toward the principal's / principle's office. 16. The ninjas were chasing me so I dropped a banana peal / peel on the ground. 17. One of the ninjas slipped and fell into the garbage chute / shoot face first. 18. I said, "What a waist / waste ," as I heard him fall into the dumpster with a crash. 19. The ninjas were still chasing me so I lead / led them downstairs. 20. I grabbed a handful of tacks / tax from a bulletin board and tossed them on the floor. 21. Then I hid in a supply closet as the ninjas ran passed / past me. 22. I knew / new when they ran over my trap because several ninjas started howling. 23. Those ninjas must have been in a lot of pain / pane because they left the school after that. 24. I returned to class with the answer keys and everyone rose / rows and cheered for me. 25. Except for John, he was to / too / two mad at me to celebrate.
Part Two: Write two sentences for each of the word pairs. Correctly use each word in a sentence.
A. their / there B. than / then C. which / witch Read Skillfully: Analyze to Infer the Theme of a Story
My First Baseball Game
I remember everything about my first Cubs game, although it was a few years ago. My uncle came to take me to it on a Saturday in spring, a bright sunny day. He drove all the way from Indiana to Chicago to pick up me and my brother. We didn’t take his car to the game. We traveled by train to the ballpark because he said traffic would be impossible. He was right about how crowded it would be. When we got there it was so crowded people were walking in the street, and the cars were moving so slowly. I was only 10, not very tall at all, so it was hard to see over all the people who crowded the street. Finally, we got to the entrance, and then we went to our seats after we handed in our tickets. We had tickets that were for seats far back, and it seemed like I climbed forever to get to them. When we got there I realized that even though we were at the upper level, I could see everything clearly, the entire field. It was great—seeing it this way was much better than watching it on TV. Then the game started, and everyone cheered when the Cubs came out on the field. People around us were clapping and shouting. The man next to me said, “This is going to be the year. This year they’re going all the way.” My uncle said to him, “Let’s hope this is the one.” But then he whispered to me, “I think he is too hopeful. We’ll have to wait and see. I always start the year thinking they’ll win the World Series, but then I remember the last year. They started the season winning and then they had a long losing streak.” “Hey, Hey, Hey!” The Cub batter hit a ball that soared out of the ball park. Just then I heard “Hot dogs!” “Peanuts!” I looked and saw a vendor with a big tray hanging from his shoulders full of hot dogs in plastic wrap and bags of peanuts. “Two hot dogs,” my uncle shouted, and he gave the man next to us $4 to pass along down to the man with the hot dogs. He sent back two steaming hot dogs. “This is great,” I said to my uncle as I started to eat my hot dog. “Not so great,” he said. “We just struck out. This inning is not a winning one. Baseball is a game of predicting. The batter has to predict what the angle of the ball will be and determine if it will be a good one to swing at or if he should just let it go past because it’s not a good one to hit. The batter has seconds to make that decision. The batter has to keep his eye on the ball and guess. So baseball is a game of skills and choices” It continued that way for the rest of the game, with us enjoying the food, and my uncle saying “maybe next time” each time a player swung at a bad pitch. We bought peanuts, we even got another hot dog. I had never eaten such delicious hot dogs. We’d hope every time a batter started out, and then were disappointed as one by one they
Center for Urban Education, DePaul University © 2008 updatd 2016 http://teacher.depaul.edu Read Skillfully: Analyze to Infer the Theme of a Story struck out and retired back to the bench. Still, it was a really pleasant day with great food, fine weather, and special time with my uncle. The final score was 7 to 0, so it was nine innings of hoping and then losing. We were disappointed about that score, but otherwise it was a perfect day. “Tomorrow, they’ll win, I’m certain!” I heard one person say as we left to go home. “Definitely,” another replied. “The pitcher tomorrow is terrific, they’ll get it done tomorrow.” When we were returning, I asked my uncle, “Why were they so optimistic when the score was 0 today—how can they be sure that tomorrow the team will win? “That’s what it means to be a Cubs fan: we believe in tomorrow. When they win, it’s the best. If they lose we expect it will get better, even though experience may tell us it won’t. Every year, we hope; every game we hope, and we don’t abandon hope, that’s loyalty. It’s about supporting your team no matter what. Cubs fans are loyal. I’ve been coming to the Cubs games for 25 years, and I keep coming, win or lose. It’s about believing in the team, about being loyal to your team.” “I see what you mean. Thanks for taking us, and thanks for being loyal to us.”
Guess what happened the next year. The Cubs won more games, including a game my uncle took us to. They were getting better at making those choices. We went to a few games that year. And the next year we were there, too, cheering, even if they lost. Then, it was amazing what happened this year. The Cubs won the whole thing— they won the World Series. Their fans were so excited—I’ve never seen adults scream and jump up that way. I called my uncle the next day. His voice was like a whisper, and I could hardly hear what he said. “Are you sick?” I asked. “No way,” he answered. I was shouting so much last night I lost my voice. Win or lose, I always support that team, but it feels so good when they win. They may never win another World Series, but I’ll always remember this year. And I’ll always be loyal— they’re my team, win or lose.”
This story is an example of realistic fiction. Realistic fiction tells a story that could have happened. Some authors include facts about events that really happened in the story. This story does include an actual event. The Cubs did win the World Series in 2016. Their fans had been hoping for a very long time for that win. But that is an event, it is not the theme of the story.
Think More (Analyze a story to identify the theme—CCSSR2)
Which of these is the theme of the story? __never give up __be loyal no matter what happens __baseball is a game of skills and choices
Explain why you think that is the theme.
Center for Urban Education, DePaul University © 2008 updatd 2016 http://teacher.depaul.edu Read Skillfully
My Job
If you go to the Rehabilitation Institute in Chicago, you will see someone working to help patients. This is a job that helps people do more. It is a job that takes patience and skills. This person is a Physical Therapist. As you read what one person says about her job, imagine yourself doing this kind of work some day. How would you feel if every day you helped people make progress? I work closely with people who have hurt themselves. Their injuries may be as mild as having a sore shoulder, knee or back, or as severe as having paralyzed legs and/or arms. It's my job to evaluate what their problems are and come up with ways to help make them better, stronger, take their pain away or teach them to walk and do things for themselves again I need to be able to communicate well with people of all ages and backgrounds everyday. I need to be able to talk to people I've never met and ask them personal questions that help me to understand what is wrong with them. I can't be shy around new people and I need to be clear in my communications with them. I chose to go into physical therapy because I love to be with people and talk with them. I decided that I didn't want to use the computer all day or answer the telephone or be in a lab doing experiments. I wanted to be around people and I wanted to be an important part of helping them feel better. To prepare to become a Physical Therapist, I had to finish college and then go to graduate school for 3 years. In that time, I learned all the muscles in the body and all the organs and how they work. I learned how to figure out what is weak and what hurts on people and then how to help. I prepared for knowing all that by taking a lot of classes in biology, chemistry, math, physics, anatomy, physiology and psychology. What I like about my job is that it is always very interesting and never boring. I like that I am never alone but surrounded by people all the time. They tell me that I have made a difference in their lives and when I go home at night, I know that I have touched someone else's life and they appreciate the work I did for them. I also love that my job combines being active and physical with being a thinker and doing a lot of problem solving.
CCSSR1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. These are questions you can ask and answer about any story. Write your answers on another page.
1. Sequence: Which event happened first? Which happened last? 2. Character Traits: Name one character. What is one trait you infer that character has? Explain why you think that. 3. Motive: What is something that person does? Why do you think that person does that? 4. Summarize: Summarize the story in four sentences. Tell about the characters and what they do. 5. Main Idea: What do you think is the main idea of the story?
Center for Urban Education, DePaul University © 2005 http://teacher.depaul.edu The Sniper
By Liam O’Flaherty
The long June twilight faded into night. Dublin lay enveloped in darkness but for the dim light of the moon that shone through fleecy clouds, casting a pale light as of approaching dawn over the streets and the dark waters of the Liffey. Around the beleaguered Four Courts the heavy guns roared. Here and there through the city, machine guns and rifles broke the silence of the night, spasmodically, like dogs barking on lone farms. Republicans and Free Staters were waging civil war.
On a rooftop near O’Connell Bridge, a Republican sniper lay watching. Beside him lay his rifle and over his shoulders was slung a pair of field glasses. His face was the face of a student, thin and ascetic, but his eyes had the cold gleam of the fanatic. They were deep and thoughtful, the eyes of a man who is used to looking at death.
He was eating a sandwich hungrily. He had eaten nothing since morning. He had been too excited to eat. He finished the sandwich, and, taking a flask of whiskey from his pocket, he took a short drought. Then he returned the flask to his pocket. He paused for a moment, considering whether he should risk a smoke. It was dangerous. The flash might be seen in the darkness, and there were enemies watching. He decided to take the risk.
Placing a cigarette between his lips, he struck a match, inhaled the smoke hurriedly and put out the light. Almost immediately, a bullet flattened itself against the parapet of the roof. The sniper took another whiff and put out the cigarette. Then he swore softly and crawled away to the left.
Cautiously he raised himself and peered over the parapet. There was a flash and a bullet whizzed over his head. He dropped immediately. He had seen the flash. It came from the opposite side of the street.
He rolled over the roof to a chimney stack in the rear, and slowly drew himself up behind it, until his eyes were level with the top of the parapet. There was nothing to be seen – just the dim outline of the opposite housetop against the blue sky. His enemy was under cover.
Just then an armoured car came across the bridge and advanced slowly up the street. It stopped on the opposite side of the street, fifty yards ahead. The sniper could hear the dull panting of the motor. His heart beat faster. It was an enemy car. He wanted to fire, but he knew it was useless. His bullets would never pierce the steel that covered the gray monster.
Then round the corner of a side street came an old woman, her head covered by a tattered shawl. She began to talk to the man in the turret of the car. She was pointing to the roof where the sniper lay. An informer.
The turret opened. A man’s head and shoulders appeared, looking toward the sniper. The sniper raised his rifle and fired. The head fell heavily on the turret wall. The woman darted toward the side street. The sniper fired again. The woman whirled round and fell with a shriek into the gutter.
Suddenly from the opposite roof a shot rang out and the sniper dropped his rifle with a curse. The rifle clattered to the roof. The sniper thought the noise would wake the dead. He stooped to pick the rifle up. He couldn’t lift it. His forearm was dead. “I’m hit,” he muttered. Dropping flat onto the roof, he crawled back to the parapet. With his left hand he felt the injured right forearm. The blood was oozing through the sleeve of his coat. There was no pain--just a deadened sensation, as if the arm had been cut off.
Quickly he drew his knife from his pocket, opened it on the breastwork of the parapet, and ripped open the sleeve. There was a small hole where the bullet had entered. On the other side there was no hole. The bullet had lodged in the bone. It must have fractured it. He bent the arm below the wound. the arm bent back easily. He ground his teeth to overcome the pain.
Then taking out his field dressing, he ripped open the packet with his knife. He broke the neck of the iodine bottle and let the bitter fluid drip into the wound. A paroxysm of pain swept through him. He placed the cotton wadding over the wound and wrapped the dressing over it. He tied the ends with his teeth.
Then he lay still against the parapet, and, closing his eyes, he made an effort of will to overcome the pain.
In the street beneath all was still. The armoured car had retired speedily over the bridge, with the machine gunner’s head hanging lifeless over the turret.
WORDCRAFT
The woman’s corpse lay still in the gutter.
The sniper lay still for a long time nursing his wounded arm and planning escape. Morning must not find him wounded on the roof. The enemy on the opposite roof covered his escape. He must kill that enemy and he could not use his rifle. He had only a revolver to do it. Then he thought of a plan.
Taking off his cap, he placed it over the muzzle of his rifle. Then he pushed the rifle slowly upward over the parapet, until the cap was visible from the opposite side of the street. Almost immediately there was a report, and a bullet pierced the centre of the cap. The sniper slanted the rifle forward. The cap clipped down into the street. Then catching the rifle in the middle, the sniper dropped his left hand over the roof and let it hang, lifelessly. After a few moments he let the rifle drop to the street. Then he sank to the roof, dragging his hand with him.
Crawling quickly to his feet, he peered up at the corner of the roof. His ruse had succeeded. The other sniper, seeing the cap and rifle fall, thought that he had killed his man. He was now standing before a row of chimney pots, looking across, with his head clearly silhouetted against the western sky.
The Republican sniper smiled and lifted his revolver above the edge of the parapet. The distance was about fifty yards – a hard shot in the dim light, and his right arm was paining him like a thousand devils. He took a steady aim. His hand trembled with eagerness. Pressing his lips together, he took a deep breath through his nostrils and fired. He was almost deafened with the report and his arm shook with the recoil.
Then when the smoke cleared, he peered across and uttered a cry of joy. His enemy had been hit. He was reeling over the parapet in his death agony. He struggled to keep his feet, but he was slowly falling forward as if in a dream. The rifle fell from his grasp, hit the parapet, fell over, bounded off the pole of a barber’s shop beneath and then clattered on the pavement. Then the dying man on the roof crumpled up and fell forward. The body turned over and over in space and hit the ground with a dull thud. Then it lay still.
The sniper looked at his enemy falling and he shuddered. The lust of battle died in him. He became bitten by remorse. The sweat stood out in beads on his forehead. Weakened by his wound and the long summer day of fasting and watching on the roof, he revolted from the sight of the shattered mass of his
WORDCRAFT
dead enemy. His teeth chattered, he began to gibber to himself, cursing the war, cursing himself, cursing everybody.
He looked at the smoking revolver in his hand, and with an oath he hurled it to the roof at his feet. The revolver went off with a concussion and the bullet whizzed past the sniper’s head. He was frightened back to his senses by the shock. His nerves steadied. The cloud of fear scattered from his mind and he laughed.
Taking the whiskey flask from his pocket, he emptied it a drought. He felt reckless under the influence of the spirit. He decided to leave the roof now and look for his company commander, to report. Everywhere around was quiet. There was not much danger in going through the streets. He picked up his revolver and put it in his pocket. Then he crawled down through the skylight to the house underneath.
When the sniper reached the laneway on the street level, he felt a sudden curiosity as to the identity of the enemy sniper whom he had killed. He decided that he was a good shot, whoever he was. He wondered did he know him. Perhaps he had been in his own company before the split in the army. He decided to risk going over to have a look at him. He peered around the corner into O’Connell Street. In the upper part of the street there was heavy firing, but around here all was quiet.
The sniper darted across the street. A machine gun tore up the ground around him with a hail of bullets, but he escaped. He threw himself face downward beside the corpse. The machine gun stopped.
Then the sniper turned over the dead body and looked into his brother’s face. The Way of the World
Bob Petersburg had been the top salesman at Midwest Motor Parts for years. He had a network of clients that spread out in every direction for about as far as he was willing to drive. His clients loved him for his affable manner and his honesty, and Bob felt that the world was his.
Maybe it was Bob’s for a little while, but then the world started changing around him. It happened slowly at first with some of the other salesmen carrying pagers and using email to deal with clients. Bob just said that there was no substitute for a firm handshake. Then his sales base started eroding. Many of his old clients were retiring. He'd visit their offices and only to find that the old, familiar faces had been replaced by young, cold faces. These new faces asked Bob for his email address. Bob said that email could never replace the intimacy of a handwritten letter.
Time passed and it continued to pass by Bob. Rick Summers was Bob’s manager and he changed too. Bob had always thought that Rick was a great guy. They played golf together and barbecued occasionally, but Rick's wife got sick and he retired. Rick was replaced by Mike Christmas.
Mike Christmas was not as understanding of Bob's shortcomings as Rick had been. Rick hated computers just as much as Bob did, so he never bothered Bob about embracing new business standards, but Mike was from the new school. One of Mike's first actions as sales chief was to issue company smart phones to every salesman. When Bob did not send emails, take photos of signed purchase orders, or reply to Mike’s text messages, Mike grew impatient with him Bob.
One night Bob came home in a particularly somber mood. Mike had just thrashed him around the office for the better part of an hour after Bob had lost a few more clients, and Bob felt that the world had become a terrible place. He wanted nothing more than to run away from his job, but he felt that he had to watch over his family. At that moment, however, Bob’s family was watching over him.
Noticing the pain that his father wore on his face, Bobby Junior approached and asked him what was wrong. Bob Senior attempted to keep his troubles from his son, but his emotional state was such that he just couldn't help but to pour out his heart. Bobby wanted to help his Dad and he tried to listen, but he didn't know anything about motor parts, salesmanship, or what Mike Christmas's problem was. But one thing Bobby did know was how to work a mobile phone.
Bobby spent the next month teaching his old man how to use his company phone. He started his dad off by playing Angry Birds so that he could learn basic swiping and tapping gestures. It took Bob Senior three nights to beat the first level. Over the next few weeks they worked on sending text messages, and then taking pictures, and then attaching pictures to the text messages. Bob Senior took a long time to complete these tasks, but he was steadily learning. By the time Bobby Junior finished teaching him about email, Bob had become so passionate about his phone that he went out and bought a belt holster to protect the screen. He wore this proudly despite Bobby Junior's protests.
Soon Bob began applying the skills that his son had taught him to his business. Bob was stunned at how technology simplified many of the problems that he had run into in the past. He filled orders for his clients though a purchase management system accessed from his mobile phone while he waited for more purchase orders to arrive in his email. As his sales climbed, Bob couldn't believe that it had taken him this long to adopt such useful technology. There was even some talk that Bob might be up for salesman of the year again. Even though Mike Christmas and Bob would never go on to play golf or barbecue, Mike did leave Bob alone after that, which was all that Bob ever wanted from him anyway. The Way of the World - Reading Skill Sheet
1. Author’s Purpose: entertain inform persuade Why did the author write this? 2. Genre: ______Subgenre: ______Ex: Nonfiction, fiction, or folklore Ex: Autobiography, science fiction, fable, informational writing, etc.
3. Narrator’s Point of View: ______1st-person, 2nd-person, 3rd-person objective, 3rd-person limited, or 3rd-person omniscient
4 & 5. Summarize the text: Five key events from beginning, middle, & end.
6. Exposition
A. Setting:______When and where does the story take place? B. Conflict: ______Describe the conflict in the story.
7. Rising Action: List some events that occur before the climax.
1. ______
2. ______
3. ______
Climax: The turning point
Falling Action: List some events that occur after the climax.
1. ______
2. ______
Resolution: When the conflict is solved
Name: ______Date: ______
Spelling Worksheet (Writing Part 1) ELA-Literacy.L.8.2
Directions: Write a spelling word from the box below to complete each sentence.
1. I tried to ______falling down. Spelling Words
2. I looked over in an ______. 1. climbed
3. She wore a ______on her neck. 2. symbol
4. We will have to ______tomorrow. 3. peace
5. They danced with a lot of ______. 4. instance
6. I ______the tall mountain. 5. barbecue
7. People protested for world ______. 6. avoid
8. We will have a ______during the day. 7. foreign
9. Does the country have ______relations? 8. rhythm
10. She ______to help pay for lunch. 9. offered
10. continue
ELA-Literacy.L.8.2
Name: ______Was or Were? Directions: Circle whether “was” or “were” should be used. If “were” is correct circle why.
Example: Where was / were you yesterday afternoon.
Why use? Singular subject Plural subject Second Person subject Statement is contrary to the fact
1. What was / were the weather like in Florida?
Why use? Singular subject Plural subject Second Person subject Statement is contrary to the fact
2. I didn’t buy those jeans because they was / were too expensive.
Why use? Singular subject Plural subject Second Person subject Statement is contrary to the fact
3. Was / Were you happy to see him?
Why use? Singular subject Plural subject Second Person subject Statement is contrary to the fact
4. If I was / were the teacher I would give twice as much homework.
Why use? Singular subject Plural subject Second Person subject Statement is contrary to the fact
5. Was / Were you happy to see him?
Why use? Singular subject Plural subject Second Person subject Statement is contrary to the fact
6. Was / Were he here yesterday, even though he was / were sick?
Why use? Singular subject Plural subject Second Person subject Statement is contrary to the fact
7. If there was / were no consequence for you actions, what would you do?
Why use? Singular subject Plural subject Second Person subject Statement is contrary to the fact
8. Even while the teacher watched, they was / were fighting and being bad.
Why use? Singular subject Plural subject Second Person subject Statement is contrary to the fact
9. We was / were watching television.
Why use? Singular subject Plural subject Second Person subject Statement is contrary to the fact
10. If I was / were to take the bus, I would bring headphones everyday.
Why use? Singular subject Plural subject Second Person subject Statement is contrary to the fact
Algebra 1 Practice Assignments
Day 1: March 30--Add and Subtract Polynomials (A-APR.1)
Online: IXL High School A1-Z.3 through Z.5
Paper: Add and Subtract Polynomials Practice Worksheet
Day 2: March 31--Multiply Polynomials (A-APR.1)
Online: IXL High School A1-Z.6 through Z.10
Day 3: April 1--Solve using the quadratic formula (A.REI.4)
Online: IXL High School PC-C.8
Paper: Quadratic Formula Practice Worksheet
Day 4: April 2--Solve by Completing the Square (A.REI.4)
Online: IXL High School A1-BB.10
Paper: Complete the Square Practice Worksheet
Day 5: April 3--Solve by factoring (A.REI.4)
Online: IXL High School A1-BB.7 and BB.8, G-A.9, A2-J.7 and J.8
Kuta Software - Infinite Algebra 1 Name______
Adding and Subtracting Polynomials Date______Period____
Simplify each expression.
1) (5p2 − 3) + (2p2 − 3 p3) 2) (a3 − 2a2) − (3a2 − 4a3)
3) (4 + 2n3) + (5n3 + 2) 4) (4n − 3n3) − (3n3 + 4n)
5) (3a2 + 1) − (4 + 2a2) 6) (4r3 + 3r4) − (r4 − 5r3)
7) (5a + 4) − (5a + 3) 8) (3x4 − 3x) − (3x − 3x4)
9) (−4k4 + 14 + 3k2) + (−3k4 − 14 k2 − 8) 10) (3 − 6n5 − 8n4) − (−6n4 − 3n − 8n5)
11) (12 a5 − 6a − 10 a3) − (10 a − 2a5 − 14 a4) 12) (8n − 3n4 + 10 n2) − (3n2 + 11 n4 − 7)
13) (−x4 + 13 x5 + 6x3) + (6x3 + 5x5 + 7x4) 14) (9r3 + 5r2 + 11 r) + (−2r3 + 9r − 8r2)
15) (13 n2 + 11 n − 2n4) + (−13 n2 − 3n − 6n4) 16) (−7x5 + 14 − 2x) + (10 x4 + 7x + 5x5)
©X i2K0P1m2Q vKeuUttaJ bSDoofAt8wRaMreek 8L2LoCv.9 R 0ABlilw Br3iKgahmtRsF Yrhevsue0r9v9eMd0.J e WM8axdXeI LwEietOhQ YIFnCf7i4nkirtheA qASlWg8ejbgr6aT C1g.r -1- Worksheet by Kuta Software LLC
17) (7 − 13 x3 − 11 x) − (2x3 + 8 − 4x5) 18) (13 a2 − 6a5 − 2a) − (−10 a2 − 11 a5 + 9a)
19) (3v5 + 8v3 − 10 v2) − (−12 v5 + 4v3 + 14 v2) 20) (8b3 − 6 + 3b4) − (b4 − 7b3 − 3)
21) (k4 − 3 − 3k3) + (−5k4 + 6k3 − 8k5) 22) (−10 k2 + 7k + 6k4) + (−14 − 4k4 − 14 k)
23) (−7n2 + 8n − 4) − (−11 n + 2 − 14 n2) 24) (14 p4 + 11 p2 − 9p5) − (−14 + 5p5 − 11 p2)
25) (8k + k2 − 6) − (−10 k + 7 − 2k2)
26) (−9v2 − 8u) + (−2uv − 2u2 + v2) + (−v2 + 4uv)
27) (4x2 + 7x3y2) − (−6x2 − 7x3y2 − 4x) − (10 x + 9x2)
28) (−5u3v4 + 9u) + (−5u3v4 − 8u + 8u2v2) + (−8u4v2 + 8u3v4)
29) (−9xy3 − 9x4y3) + (3xy3 + 7y4 − 8x4y4) + (3x4y3 + 2xy3)
30) (y3 − 7x4y4) + (−10 x4y3 + 6y3 + 4x4y4) − (x4y3 + 6x4y4)
©G J2w0p1e2R IKnuAtJaN 5SAof BtJw3aTrkeM HLPLGCX.5 c IAulvl1 ZrgiOgBhRt0si IrQevs4esrfvKeTdO.T 3 3MQaAdNeU 2wiiZtRh6 8IPntfTilnjibtEe0 PAFlLgPeXbdrlaE y1n.2 -2- Worksheet by Kuta Software LLC
Kuta Software - Infinite Algebra 1 Name______
Adding and Subtracting Polynomials Date______Period____
Simplify each expression.
1) (5p2 − 3) + (2p2 − 3 p3) 2) (a3 − 2a2) − (3a2 − 4a3) −3 p3 + 7p2 − 3 5a3 − 5a2
3) (4 + 2n3) + (5n3 + 2) 4) (4n − 3n3) − (3n3 + 4n) 7n3 + 6 −6n3
5) (3a2 + 1) − (4 + 2a2) 6) (4r3 + 3r4) − (r4 − 5r3) a2 − 3 2r4 + 9r3
7) (5a + 4) − (5a + 3) 8) (3x4 − 3x) − (3x − 3x4) 1 6x4 − 6x
9) (−4k4 + 14 + 3k2) + (−3k4 − 14 k2 − 8) 10) (3 − 6n5 − 8n4) − (−6n4 − 3n − 8n5) −7k4 − 11 k2 + 6 2n5 − 2n4 + 3n + 3
11) (12 a5 − 6a − 10 a3) − (10 a − 2a5 − 14 a4) 12) (8n − 3n4 + 10 n2) − (3n2 + 11 n4 − 7) 14 a5 + 14 a4 − 10 a3 − 16 a −14 n4 + 7n2 + 8n + 7
13) (−x4 + 13 x5 + 6x3) + (6x3 + 5x5 + 7x4) 14) (9r3 + 5r2 + 11 r) + (−2r3 + 9r − 8r2) 18 x5 + 6x4 + 12 x3 7r3 − 3r2 + 20 r
15) (13 n2 + 11 n − 2n4) + (−13 n2 − 3n − 6n4) 16) (−7x5 + 14 − 2x) + (10 x4 + 7x + 5x5) −8n4 + 8n −2x5 + 10 x4 + 5x + 14
©a 62L0N1c2t oK9uttJaT lSGomfNtYwRadr9ea oLL fCY.x l gADlhlH vrEiLgzhzt6s0 ZrheqsDeerjvFeidP.U 5 BMmaGdJef ewpiotmh4 JItnOfZi9nCi2tZeA FA8l0g7efbIrHaX b1M.q -1- Worksheet by Kuta Software LLC
17) (7 − 13 x3 − 11 x) − (2x3 + 8 − 4x5) 18) (13 a2 − 6a5 − 2a) − (−10 a2 − 11 a5 + 9a) 4x5 − 15 x3 − 11 x − 1 5a5 + 23 a2 − 11 a
19) (3v5 + 8v3 − 10 v2) − (−12 v5 + 4v3 + 14 v2) 20) (8b3 − 6 + 3b4) − (b4 − 7b3 − 3) 15 v5 + 4v3 − 24 v2 2b4 + 15 b3 − 3
21) (k4 − 3 − 3k3) + (−5k4 + 6k3 − 8k5) 22) (−10 k2 + 7k + 6k4) + (−14 − 4k4 − 14 k) −8k5 − 4k4 + 3k3 − 3 2k4 − 10 k2 − 7k − 14
23) (−7n2 + 8n − 4) − (−11 n + 2 − 14 n2) 24) (14 p4 + 11 p2 − 9p5) − (−14 + 5p5 − 11 p2) 7n2 + 19 n − 6 −14 p5 + 14 p4 + 22 p2 + 14
25) (8k + k2 − 6) − (−10 k + 7 − 2k2) 3k2 + 18 k − 13
26) (−9v2 − 8u) + (−2uv − 2u2 + v2) + (−v2 + 4uv) −9v2 + 2uv − 2u2 − 8u
27) (4x2 + 7x3y2) − (−6x2 − 7x3y2 − 4x) − (10 x + 9x2) 14 x3y2 + x2 − 6x
28) (−5u3v4 + 9u) + (−5u3v4 − 8u + 8u2v2) + (−8u4v2 + 8u3v4) −2u3v4 − 8u4v2 + 8u2v2 + u
29) (−9xy3 − 9x4y3) + (3xy3 + 7y4 − 8x4y4) + (3x4y3 + 2xy3) −8x4y4 − 6x4y3 + 7y4 − 4xy3
30) (y3 − 7x4y4) + (−10 x4y3 + 6y3 + 4x4y4) − (x4y3 + 6x4y4) −9x4y4 − 11 x4y3 + 7y3
Create your own worksheets like this one with Infinite Algebra 1 . Free trial available at KutaSoftware.com
©b K2J0R1t2p 7KbuqtJaN iSNoXfDt7wIaYrqeE BLFL4CJ.t F KAdlSlR gr uirg3hvtDsW BrTeAs5eQrqvSeQd2.5 o XMUaZdze8 IwCiotOhk lI 2njf6ianLiYtieI SAblBgPeob4rJaS x1Z.w -2- Worksheet by Kuta Software LLC
Kuta Software - Infinite Algebra 1 Name______
Multiplying Polynomials Date______Period____
Find each product.
1) 6v(2v + 3) 2) 7(−5v − 8)
3) 2x(−2x − 3) 4) −4(v + 1)
5) (2n + 2)(6n + 1) 6) (4n + 1)(2n + 6)
7) (x − 3)(6x − 2) 8) (8p − 2)(6p + 2)
9) (6p + 8)(5p − 8) 10) (3m − 1)(8m + 7)
11) (2a − 1)(8a − 5) 12) (5n + 6)(5n − 5)
©5 42q0e1H2m wKHugtEaO vSionfOtDw3anrpen fLWLXCa.7 i rAglolP 1rWiGgMhptasU orPeJsqe9rhvSeCdu.J v CMFa7dPeu 2wGiLthhH SI 2nlfmiCnNiYtme9 0A8l1gfe7br ia3 J1M.e -1- Worksheet by Kuta Software LLC
2 13) (4p − 1) 14) (7x − 6)(5x + 6)
15) (6n + 3)(6n − 4) 16) (8n + 1)(6n − 3)
17) (6k + 5)(5k + 5) 18) (3x − 4)(4x + 3)
19) (4a + 2)(6a2 − a + 2) 20) (7k − 3)(k2 − 2k + 7)
21) (7r2 − 6r − 6)(2r − 4) 22) (n2 + 6n − 4)(2n − 4)
23) (6n2 − 6n − 5)(7n2 + 6n − 5)
©Z 92e0w1c2j ZKOuOtAaf MSEo6fPtfwta4rAep vLpLBCK.V 3 LAvlXlc YrZiwgThDtisz yr aebsLezrfvterdU.2 w xMXaPdDe3 cwTirtYhO nIin6fCiUnZiPtueI ZAtlZgNepbr caD j1K.F -2- Worksheet by Kuta Software LLC
24) (m2 − 7m − 6)(7m2 − 3m − 7)
©w B2N0K1H2K EKVuwtca5 tSZoIfQt2w2aMrme7 ZL7LqCM.6 x JAilplt irKiLgahdt6sh 7rseksQewrqvGeWdY.i E kMdaCdre8 Mw9iMt8hZ CIHnHf7i6ngiDtLeM EANlDgOeobarJaE Y1E.O -3- Worksheet by Kuta Software LLC
Kuta Software - Infinite Algebra 1 Name______
Multiplying Polynomials Date______Period____
Find each product.
1) 6v(2v + 3) 2) 7(−5v − 8) 12 v2 + 18 v −35 v − 56
3) 2x(−2x − 3) 4) −4(v + 1) −4x2 − 6x −4v − 4
5) (2n + 2)(6n + 1) 6) (4n + 1)(2n + 6) 12 n2 + 14 n + 2 8n2 + 26 n + 6
7) (x − 3)(6x − 2) 8) (8p − 2)(6p + 2) 6x2 − 20 x + 6 48 p2 + 4p − 4
9) (6p + 8)(5p − 8) 10) (3m − 1)(8m + 7) 30 p2 − 8p − 64 24 m2 + 13 m − 7
11) (2a − 1)(8a − 5) 12) (5n + 6)(5n − 5) 16 a2 − 18 a + 5 25 n2 + 5n − 30
©T r2z0x162y WKKuat2aR tSuoIfjt3wtaXrSeM wLXLDCO.V K CAsl0lR er wigg1hXtgsP xrUeKsieir8vyeldy.D D VMSa9dTes 3wjictGhe fIHnHfiiqn1iQtLeA gAQlmg5e9bzr0ad 61E.W -1- Worksheet by Kuta Software LLC
2 13) (4p − 1) 14) (7x − 6)(5x + 6) 2 16 p2 − 8p + 1 35 x + 12 x − 36
15) (6n + 3)(6n − 4) 16) (8n + 1)(6n − 3) 36 n2 − 6n − 12 48 n2 − 18 n − 3
17) (6k + 5)(5k + 5) 18) (3x − 4)(4x + 3) 30 k2 + 55 k + 25 12 x2 − 7x − 12
19) (4a + 2)(6a2 − a + 2) 20) (7k − 3)(k2 − 2k + 7) 24 a3 + 8a2 + 6a + 4 7k3 − 17 k2 + 55 k − 21
21) (7r2 − 6r − 6)(2r − 4) 22) (n2 + 6n − 4)(2n − 4) 14 r3 − 40 r2 + 12 r + 24 2n3 + 8n2 − 32 n + 16
23) (6n2 − 6n − 5)(7n2 + 6n − 5) 42 n4 − 6n3 − 101 n2 + 25
©M M2h0a1s2a aKsuZtqaM XSwocfYtIwDajrOec TLdLdCx.G S kAnlJlO VrWiog2h5tLsf prFeBsXegrbvEeLd8.4 X lMUa9d4eO 8wtist7hX EIenIfMiDneiRtteJ gAOlPgyeRbcrYa6 h1c.p -2- Worksheet by Kuta Software LLC
24) (m2 − 7m − 6)(7m2 − 3m − 7) 7m4 − 52 m3 − 28 m2 + 67 m + 42
Create your own worksheets like this one with Infinite Algebra 1 . Free trial available at KutaSoftware.com
©g S2g0X142m zKpuIt0am uSSoEfAtiwlaOrDeM gLXLnCV.q 6 eAWlwl1 VrkiQgIhEtasy drOeEszevr5vCeDdq.9 7 4MGamdce7 Swwi3tShD kIDncfLiun1i5tdev QAnltgAeUb8rHaB 61P.u -3- Worksheet by Kuta Software LLC
Kuta Software - Infinite Algebra 1 Name______
Using the Quadratic Formula Date______Period____
Solve each equation with the quadratic formula.
1) m2 − 5m − 14 = 0 2) b2 − 4b + 4 = 0
3) 2m2 + 2m − 12 = 0 4) 2x2 − 3x − 5 = 0
5) x2 + 4x + 3 = 0 6) 2x2 + 3x − 20 = 0
7) 4b2 + 8b + 7 = 4 8) 2m2 − 7m − 13 = −10
©n C2v0Z1q2v wKzu2t8az aSPopfptvwDaAruet FLKLfC2.S s KANltlH trIiAgPhKtJsI prgeFsXeQrJv9e8dM.E F fMOavdqe7 fwxintLhg DI0nIfgiRnui2tgeQ OAKlMgdecb0rBa9 01i.I -1- Worksheet by Kuta Software LLC
9) 2x2 − 3x − 15 = 5 10) x2 + 2x − 1 = 2
11) 2k2 + 9k = −7 12) 5r2 = 80
13) 2x2 − 36 = x 14) 5x2 + 9x = −4
15) k2 − 31 − 2k = −6 − 3k2 − 2k 16) 9n2 = 4 + 7n
17) 8n2 + 4n − 16 = −n2 18) 8n2 + 7n − 15 = −7
©d n2l081Z2W 1KDuCt8aD ESZo4fItUwWahrZej eL1LNCS.f R QAel5lG yrdiHgOhZtWs4 irBegs2e8rIv8esdI.Q p TMAapdLec GwAi7teh4 JITnxfGixnUiRtVew rA9lNgBeAb2r saU B1u.a -2- Worksheet by Kuta Software LLC
Kuta Software - Infinite Algebra 1 Name______
Using the Quadratic Formula Date______Period____
Solve each equation with the quadratic formula.
1) m2 − 5m − 14 = 0 2) b2 − 4b + 4 = 0 {7, −2} {2}
3) 2m2 + 2m − 12 = 0 4) 2x2 − 3x − 5 = 0 {2, −3} 5 , −1 {2 }
5) x2 + 4x + 3 = 0 6) 2x2 + 3x − 20 = 0 {−1, −3} 5 , −4 {2 }
7) 4b2 + 8b + 7 = 4 8) 2m2 − 7m − 13 = −10 1 3 7 + 73 7 − 73 − , − , { 2 2} { 4 4 }
©2 I2X0i1o2j QKAuOtwaD xSdoIfUtwwRaAr wer ULfLyCg.b e QAVlklP QrdiDgWhvtWsQ trBeysDejr2vfewdB.o b DMDa2dieU mwPixtYhs OI8njfYicn6iptNer oAjlfgIeVb7rOaw U1w.0 -1- Worksheet by Kuta Software LLC
9) 2x2 − 3x − 15 = 5 10) x2 + 2x − 1 = 2 5 {1, −3} 4, − { 2}
11) 2k2 + 9k = −7 12) 5r2 = 80 7 {4, −4} −1, − { 2}
13) 2x2 − 36 = x 14) 5x2 + 9x = −4 9 4 , −4 − , −1 {2 } { 5 }
15) k2 − 31 − 2k = −6 − 3k2 − 2k 16) 9n2 = 4 + 7n 5 5 7 + 193 7 − 193 , − , {2 2} { 18 18 }
17) 8n2 + 4n − 16 = −n2 18) 8n2 + 7n − 15 = −7 −2 + 2 37 −2 − 2 37 −7 + 305 −7 − 305 , , { 9 9 } { 16 16 }
Create your own worksheets like this one with Infinite Algebra 1 . Free trial available at KutaSoftware.com
©x d2Q0D1S2L RKcuptra2 GSRoYfRtDwWa8r9eb NLOL1Cs.j 4 lA0ll x TrCiagFhYtKsz OrVe4s4eTrTvXeZdy.c I RM8awd7e6 ywYiPtghR OItnLfpiqnAiutDeY QALlegpe6bSrIay V1g.N -2- Worksheet by Kuta Software LLC
Kuta Software - Infinite Algebra 2 Name______
Solving Quadratic Equations By Completing the Square Date______Period____
Solve each equation by completing the square.
1) p2 + 14 p − 38 = 0 2) v2 + 6v − 59 = 0
3) a2 + 14 a − 51 = 0 4) x2 − 12 x + 11 = 0
5) x2 + 6x + 8 = 0 6) n2 − 2n − 3 = 0
7) x2 + 14 x − 15 = 0 8) k2 − 12 k + 23 = 0
9) r2 − 4r − 91 = 7 10) x2 − 10 x + 26 = 8
11) k2 − 4k + 1 = −5 12) b2 + 2b = −20
©9 T2B0i102c zKluLtFaB lSyoRfgtbw5a2r1eI gLBLXCj.t Z cAplpld cr3irglhxtHs6 wr hepsaeNrhvYetdn.H o dM7ahdcey pw6iytfh9 sIXnbfZionViot9eE SAqlOgbecbXrAaH s26.U -1- Worksheet by Kuta Software LLC
13) v2 − 6v = −91 14) n2 = 18 n + 40
15) 5k2 = 60 − 20 k 16) 6x2 − 48 = −12 x
17) 8x2 + 16 x = 42 18) 9n2 + 79 = −18 n
19) 2a2 = −6 + 8a 20) 2x2 − 5x + 67 = 0
21) 4n2 + 4n + 36 = 0 22) 7k2 − 16 k + 100 = 0
23) 10 p2 + 4 p + 77 = 9 24) 3x2 = −4 + 8x
©7 N230q1S2Z oKguWt9aS BSKo1fWt5wUar Xet ALyLxC0.4 r 3AmlklY 2roibgqh2tbsh Srreks9eArZv4e5dI.y V DMEaAd7e2 bwIiqt4hp OIHnJfviYnfirtQe7 MAYlug4eDbMrSaH o24.l -2- Worksheet by Kuta Software LLC
Kuta Software - Infinite Algebra 2 Name______
Solving Quadratic Equations By Completing the Square Date______Period____
Solve each equation by completing the square.
1) p2 + 14 p − 38 = 0 2) v2 + 6v − 59 = 0
{−7 + 87 , −7 − 87 } {−3 + 2 17 , −3 − 2 17 }
3) a2 + 14 a − 51 = 0 4) x2 − 12 x + 11 = 0 {3, −17 } {11 , 1}
5) x2 + 6x + 8 = 0 6) n2 − 2n − 3 = 0 {−2, −4} {3, −1}
7) x2 + 14 x − 15 = 0 8) k2 − 12 k + 23 = 0
{1, −15 } {6 + 13 , 6 − 13 }
9) r2 − 4r − 91 = 7 10) x2 − 10 x + 26 = 8
{2 + 102 , 2 − 102 } {5 + 7, 5 − 7}
11) k2 − 4k + 1 = −5 12) b2 + 2b = −20
{2 + i 2, 2 − i 2} {−1 + i 19 , −1 − i 19 }
©9 j2J091a21 QKsuptia9 RS3oJf2tKwUaHrde9 8LeLzC8.Q 5 cA2lxl3 Rr2i3gXhIt1sx frleSsNeKrzvBe3dg.Z c sMoaGdWes Fwditt2h0 BI7ntfFiKnFiItXep RA2lyg3eGbfrgar o2y.K -1- Worksheet by Kuta Software LLC
13) v2 − 6v = −91 14) n2 = 18 n + 40
{3 + i 82 , 3 − i 82 } {20 , −2}
15) 5k2 = 60 − 20 k 16) 6x2 − 48 = −12 x {2, −6} {2, −4}
17) 8x2 + 16 x = 42 18) 9n2 + 79 = −18 n
3 7 −3 + i 70 −3 − i 70 , − , {2 2} { 3 3 }
19) 2a2 = −6 + 8a 20) 2x2 − 5x + 67 = 0
{3, 1} 5 + i 511 5 − i 511 , { 4 4 }
21) 4n2 + 4n + 36 = 0 22) 7k2 − 16 k + 100 = 0
−1 + i 35 −1 − i 35 8 + 2i 159 8 − 2i 159 , , { 2 2 } { 7 7 }
23) 10 p2 + 4 p + 77 = 9 24) 3x2 = −4 + 8x −1 + 13 i −1 − 13 i 2 , 2, { 5 5 } { 3}
Create your own worksheets like this one with Infinite Algebra 2 . Free trial available at KutaSoftware.com
©Q D2x0o1S2P iKSuGtRa6 4S1oGf1twwuamr Uei 0LjLoCM.W T PAMlcl4 drhisg2hatEsB Xr qeQsger KvqeidM.2 v 5M1awdPeZ uwjirtbhi QIxnDftiFn4iOteeE qAwlXg1ezbor 9aP u2B.w -2- Worksheet by Kuta Software LLC
Kuta Software - Infinite Algebra 1 Name______
Solving Quadratic Equations by Factoring Date______Period____
Solve each equation by factoring.
1) (k + 1)(k − 5) = 0 2) (a + 1)(a + 2) = 0
3) (4k + 5)(k + 1) = 0 4) (2m + 3)(4m + 3) = 0
5) x2 − 11 x + 19 = −5 6) n2 + 7n + 15 = 5
7) n2 − 10 n + 22 = −2 8) n2 + 3n − 12 = 6
9) 6n2 − 18 n − 18 = 6 10) 7r2 − 14 r = −7
©Z V29001M2g oKguDtda5 XSRo4fitiwUaIrZet jLZLfCI.z p zAHlBl0 YrmiVg0hltKso hr1ecsTe5rMvmeXdr.g d 4MKaydFeq ewviHtnh7 rI3nVfxiBnUiKtNee qAMl2g9eVb0rvaK h1p.U -1- Worksheet by Kuta Software LLC
11) n2 + 8n = −15 12) 5r2 − 44 r + 120 = −30 + 11 r
13) −4k2 − 8k − 3 = −3 − 5k2 14) b2 + 5b − 35 = 3b
15) 3r2 − 16 r − 7 = 5 16) 6b2 − 13 b + 3 = −3
17) 7k2 − 6k + 3 = 3 18) 35 k2 − 22 k + 7 = 4
19) 7x2 + 2x = 0 20) 10 b2 = 27 b − 18
21) 8x2 + 21 = −59 x 22) 15 a2 − 3a = 3 − 7a
©J P230u1i25 CKAuftQaT tSkotf2tDwma7rzeB BLcL9Cz.P m 7A0lVl3 QrmiDgnhetusn nr0eXsXeirSv0egdy.d i RM9a2dBeW iwtiAtwhT tI9nSfCiAnRimtZeu 9AAligqelb1rvau c1S.3 -2- Worksheet by Kuta Software LLC
Kuta Software - Infinite Algebra 1 Name______
Solving Quadratic Equations by Factoring Date______Period____
Solve each equation by factoring.
1) (k + 1)(k − 5) = 0 2) (a + 1)(a + 2) = 0 {−1, 5} {−1, −2}
3) (4k + 5)(k + 1) = 0 4) (2m + 3)(4m + 3) = 0 5 3 3 − , −1 − , − { 4 } { 2 4}
5) x2 − 11 x + 19 = −5 6) n2 + 7n + 15 = 5 {3, 8} {−5, −2}
7) n2 − 10 n + 22 = −2 8) n2 + 3n − 12 = 6 {6, 4} {3, −6}
9) 6n2 − 18 n − 18 = 6 10) 7r2 − 14 r = −7 {4, −1} {1}
©n I2c001i2v RKZut yav 6SfonfjtYwKagrCe1 KLoLRCI.s C JAilulv VrgiPgMhft0sw orAeHsEe4rxvueId6.3 I HM0axdIeW 3wLi1txhI dIjnzfmiRn1ixt7eo MAnlTgxekbfr1ae j16.f -1- Worksheet by Kuta Software LLC
11) n2 + 8n = −15 12) 5r2 − 44 r + 120 = −30 + 11 r {−5, −3} {6, 5}
13) −4k2 − 8k − 3 = −3 − 5k2 14) b2 + 5b − 35 = 3b {8, 0} {−7, 5}
15) 3r2 − 16 r − 7 = 5 16) 6b2 − 13 b + 3 = −3 2 2 3 − , 6 , { 3 } {3 2}
17) 7k2 − 6k + 3 = 3 18) 35 k2 − 22 k + 7 = 4 6 1 3 , 0 , {7 } {5 7}
19) 7x2 + 2x = 0 20) 10 b2 = 27 b − 18 2 6 3 − , 0 , { 7 } {5 2}
1 3 21) 8x2 + 21 = −59 x 22) 15 a2 − 3a = 3 − 7a , − {3 5} 3 − , −7 { 8 }
Create your own worksheets like this one with Infinite Algebra 1 . Free trial available at KutaSoftware.com
©8 X240l1F2a ZKtuutIah PSzosf2tAwdakrhe0 kLjL4Cu.J q jAnl4lc Fr7i9gvhit8sT Ir meRsTeRrBvReIdy.8 0 bMaaCdreF pwPiHtQh7 EIXnsfDidnuiotEew ZAxlCgwetburBaa p10.d -2- Worksheet by Kuta Software LLC