6Th Grade Emergency Packet: Day 5

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DAY 5 6th Grade Emergency Packet: Day 5

Reading & Writing: Directions: Complete the Reading & Writing MAP Review Packet. As you work through the packets, make sure you use the MAP Review Strategies listed below.

READING 1. Read the questions before you read the passage. 2. Read the passage. Stop and think about what you are reading. 3. Read the questions and return to the text to select the best answer. 4. Think about the answer to the question before you start reading the answer choices. 5. Strike through any answers that you can rule out. 6. Always select the BEST answer. WRITING 1. Read the questions. 2. Think about the answer to the question before you start reading the answer choices. 3. Strike through any answers that you can rule out. 4. Always select the BEST answer.

Math: Directions: Complete the Math MAP Review Packet. As you work through the packets, make sure you use the MAP Review Strategies listed below.

MATH 1. Read the problems thoroughly. 2. Work out the problems to the side or on a separate piece of paper. 3. Strike through any answers that you can rule out. 4. Check your answer and make sure it makes sense in the problem. Day 5 of Emergency Packet: MAP Practice #5

Directions: Read the selection and answer questions 1-8 by circling the best answer. Feel free to mark up the text as you read to understand it completely. Then, answer the remaining writing questions 9-10.

What Is a Spacesuit? By: David Hitt

A spacesuit is much more than a set of clothes astronauts wear on spacewalks. A fully equipped spacesuit is really a one-person spacecraft. The formal name for the spacesuit used on the space shuttle and International Space Station is the Extravehicular Mobility Unit, or EMU. “Extravehicular” means outside of the vehicle or spacecraft. “Mobility” means the astronaut can move around in the suit. The spacesuit protects the astronaut from the dangers of being outside in space.

Why Do Astronauts Need Spacesuits?

Spacesuits help astronauts in several ways. Spacewalking astronauts face a wide variety of temperatures. In Earth’s orbit, conditions can be as cold as minus 250 degrees Fahrenheit. In the sunlight, they can be as hot as 250 degrees. A spacesuit protects astronauts from those extreme temperatures.

Spacesuits also supply astronauts with oxygen to breathe while they are in the vacuum of space. They contain water to drink during spacewalks. They protect astronauts from being injured from impacts of small bits of space dust. Space dust may not sound very dangerous, but when even a tiny object is moving many times faster than a bullet, it can cause injury. Spacesuits also protect astronauts from radiation in space. The suits even have visors to protect astronauts’ eyes from the bright sunlight. What Are the Parts of a Spacesuit?

The spacesuit consists of several pieces. The Hard Upper Torso covers the astronaut’s chest. The arm assembly covers the arms and connects to the gloves. The helmet and Extravehicular Visor Assembly are designed to protect the astronaut’s head while still allowing him or her to see as much as possible. The Lower Torso Assembly covers the astronaut’s legs and feet. The flexible parts of the suit are made from several layers of material. The layers perform different functions, from keeping oxygen within the spacesuit to protecting from space dust impacts.

Underneath the spacesuit, astronauts wear a Liquid Cooling and Ventilation Garment. Tubes are woven into this tight-fitting piece of clothing that covers the entire body except for the head, hands, and feet. Water flows through these tubes to keep the astronaut cool during the spacewalk.

On the back of the spacesuit is a backpack called the Primary Life Support Subsystem. This backpack contains the oxygen that astronauts breathe during a spacewalk. It also removes carbon dioxide that astronauts exhale. The backpack also provides electricity for the suit. A fan moves the oxygen through the spacecraft and life support systems, and a water tank holds the cooling water that flows through the Liquid Cooling and Ventilation Garment.

Also attached to the back of the suit is a device called the Simplified Aid for Extravehicular Activity Rescue, or SAFER. SAFER has several small thruster jets. If an astronaut became separated from the space station, he or she could use SAFER to fly back.

What Other Spacesuits Have Astronauts Worn?

NASA’s first spacesuits were developed for the Mercury program. Mercury was the first time NASA astronauts flew into space. These simple suits were based on pressure suits worn by U.S. Navy pilots. Astronauts did not go on spacewalks then. The Mercury suits were worn only inside the spacecraft.

NASA’s first spacewalk took place during the Gemini program. The suits used for Gemini were more advanced than the Mercury suits. But the Gemini suits were simpler than today’s spacesuits. These suits did not contain their own life support. Instead, they connected to life support systems on the Gemini spacecraft with a cord called the umbilical.

Spacesuits designed for the Apollo program had to do things the first suits did not. These spacesuits had to protect astronauts walking on the moon. Unlike the other suits, the Apollo suits had boots made to walk on a rocky surface. The Apollo suits also contained a life support system, similar to the Portable Life Support Subsystem on the current suit. Having a life support system on the spacesuit allowed the astronauts to explore away from the lunar lander. Spacesuits similar to the Apollo suits were used on the Skylab space station. Like the Gemini suits, the Skylab suits connected to life support systems on the spacecraft via an umbilical. What Spacesuits Are Worn Today?

In addition to the EMU, NASA astronauts wear other suits today. The Advanced Crew Escape Suit is the orange suit that astronauts wear during launch and landing of the space shuttle. This suit cannot be worn during spacewalks. Sometimes, NASA astronauts will wear the Russian Orian spacesuit. This suit is the Russian version of the EMU and is used for spacewalks. Another Russian suit is the Sokol. Like the Advanced Crew Escape Suit, the Sokol is designed only to be used inside spacecraft. It is used on the Russian Soyuz spacecraft.

“What Is a Spacesuit?” by David Hitt, from nasa.gov. 2008 by Nasa Education. In the public domain.

1. Select the two sentences from the text that best support the inference that extravehicular space exploration would not have been possible without spacesuits. RI1A ❏ “A spacesuit is much more than a set of clothes astronauts wear on spacewalks.” ❏ “Spacesuits also supply astronauts with oxygen to breathe while they are in the vacuum of space.” ❏ “The layers perform different functions, from keeping oxygen within the spacesuit to protecting from space dust impacts.” ❏ “These simple suits were based on pressure suits worn by U.S. Navy pilots.” ❏ “The Advanced Crew Escape Suit is the orange suit that astronauts wear during launch and landing of the space shuttle.”

2. Connotation is the emotion tied to a word and can be positive or negative. Which word has the same connotation as the word extreme ? RI1B A spacesuit protects astronauts from those extreme temperatures.

A. level B. moldy C. red D. responsible

3. What information in the picture best supports the author’s claim that an astronaut’s spacesuit is equipped with multiple pieces of protective equipment? Mark an X on answers that apply. Select 3 answers. RI1C The spacesuit has a liquid cooling and ventilation garment used in layering against elements.

The communication cap uses technology in order to work appropriately.

The drink bag is disposable.

The backpack includes a life support system built in.

The secondary oxygen pack is used as a backup, in need of extra oxygen.

4. Which sentence best summarizes the central idea of the text? RI1D A. The spacesuit has changed and adapted to become more complex over time. B. The spacesuit is made up of several parts that are made up of different materials. C. The spacesuit was developed to allow astronauts to go outside of their spacecraft to walk in space. D. The spacesuit has become an essential piece of equipment to keep astronauts safe from the dangers of space.

This question has two parts. First answer part A. Then, answer part B. Part A 5. What is most likely the author’s intent by mentioning “A spacesuit is much more than a set of clothes astronauts wear on spacewalks” at the beginning of the text? RI2A A. The author wants to inform the reader that astronauts regularly walk in space. B. The author wants to describe to the reader the importance of astronauts walking in space. C. The author wants to explain to the reader that astronauts wear spacesuits during flights in space. D. The author wants to convince the reader that spacesuits are more important to astronauts than most people think.

Part B 6. Which sentence from the text best illustrates the conclusion made in Part A? RI2A A. “The spacesuit protects the astronaut from the dangers of being outside in space.” B. “The spacesuit consists of several pieces.” C. “The Mercury suits were worn only inside the spacecraft.” D. “This suit cannot be worn during spacewalks.”

7. How does the italicized information in the introduction paragraph help the reader understand the passage idea?

“Extravehicular” means outside of the vehicle or spacecraft. “Mobility” means the astronaut can move around in the suit.

A. The italicized information provides the definitions for two words that the reader may not know. B. The italicized information further describes the name of the spacesuit to help the reader know that a spacesuit needs to be able to move freely outside of the spacecraft. C. The italicized information provides the reader with a list of dangers for an astronaut. D. The italicized information describes more about the details of the spacesuit, so that the reader knows every part of the spacesuit.

8. How does the phrase “These suits did not contain their own life support” help the reader understand the following paragraph? RI2C A. This phrase helps the reader understand that the astronauts have never had suits that contain life support, which is established in the next paragraph. B. This phrase illustrates that the Gemini suits did not have life support, so they connect to an umbilical cord instead. C. This phrase aids the reader in knowing that NASA did not have life support with the Gemini suits but continues to improve spacesuits by adding a life support system with the Apollo program. D. This phrase explains that the Gemini suits did not offer life support systems, which help the reader understand the dangers of these suits.

WRITING

A student is writing a report about extreme temperatures for astronauts. Read the draft of the report and complete the task that follows.

When astronauts travel outside the spacecraft, they face temperatures as cold as minus 250 degrees Fahrenheit. However, if astronauts are in the sunlight, they can have a challenge of the heat up to 250 degrees. No matter the temperature, spacesuits help protect astronauts with cooling systems and layers of warmth at the same time.

Part A 9. Write an introductory sentence that begins the paragraph.

Part B 10. Write a conclusion that follows logically from the information in the paragraph. Name: ______Date: ______

Directions: Choose the best answer to each question.

1. Chuck cut an entire length of rope into 28 4. Add pieces, each 1½ feet (ft) long. What was the 8.64 + 7.098 + 10.9901 length of the rope before Chuck cut it? a. 15.5281 a. 14 ft b. 16.84701 b. 21 ft c. 26.7281 c. 32 ft d. 27.611 d. 42 ft

5. Galina plotted the points below on a 2. The table shows the number of pies eaten by coordinate grid. Which two points are exactly the top four contestants in a middle school 6 units apart on the coordinate grid? pie-eating contest.

Which of the following lists the number of pies eaten in order from least to greatest? a. P and Q a. 5¼, 5½, 5⅜, 5⅔ b. Q and R b. 5⅔, 5½, 5⅜, 5¼ c. R and S c. 5⅔, 5¼, 5⅜, 5½ d. S and P d. 5¼, 5⅜, 5½, 5⅔ 6. Use the number line to answer the question 3. Which is the closest to the measure of below. ∠RST ?

The number line shows the locations of the values 8/9, p, and 1. Which value could p represent? a. 150 ° b. 120 ° a. 17/30 b. 16/18 c. 70 ° c. 19/20 d. 35 ° d. 9/8 Name: ______Date: ______

7. The table below shows the numbers of 9. Dennis started hiking at sea level. He gallons of gasoline used and the miles driven recorded his starting position as 0. He for different types of cars. climbed upward, and his elevation increased by 400 feet. He recorded his ending position as 400. Using this same method of measuring, a second hiker had a starting position of –40. Which statement describes the starting position of the second hiker?

a. The second hiker started 40 feet below sea level. b. The second hiker started 40 feet above sea level. c. The second hiker started 40 feet below the ending position of Dennis. Which type of car had the highest number of d. The second hiker started 40 feet miles per gallon? above the ending position of Dennis. a. Type A b. Type B c. Type C d. Type D 10. Which box in the image below has the greatest volume?

8. Mark pays $4.68 for 0.72 of a pound of almonds. Based on this cost ratio, which statement is true?

a. Mark pays a rate of $3.37 per pound of almonds. b. Mark pays a rate of $3.96 per pound of almonds. c. Mark pays a rate of $5.40 per pound of almonds. d. Mark pays a rate of $6.50 per pound of almonds. a. gift box b. jewelry box c. box of popcorn d. box of crackers DAY 6 6th Grade Emergency Packet: Day 6

Reading & Writing: Directions: Complete the Reading & Writing MAP Review Packet. As you work through the packets, make sure you use the MAP Review Strategies listed below.

READING 7. Read the questions before you read the passage. 8. Read the passage. Stop and think about what you are reading. 9. Read the questions and return to the text to select the best answer. 10. Think about the answer to the question before you start reading the answer choices. 11. Strike through any answers that you can rule out. 12. Always select the BEST answer. WRITING 5. Read the questions. 6. Think about the answer to the question before you start reading the answer choices. 7. Strike through any answers that you can rule out. 8. Always select the BEST answer.

Math: Directions: Complete the Math MAP Review Packet. As you work through the packets, make sure you use the MAP Review Strategies listed below.

Day 6 of Emergency Packet: MAP Practice #6

Magic Elizabeth by Norma Kassirer

1 It all began one rainy night at the end of a summer.

2 “As if we didn’t have enough troubles!” groaned Mrs. Chipley. “There it goes and rains on us!”

3 Sally, clinging to Mrs. Chipley’s plump hand, was almost running to keep up with her. The bright feather on Mrs. Chipley’s black hat, which had started out so proudly erect, had gradually wilted, and now drooped sadly down the back of that lady’s stout neck. Sally’s red suitcase, its handle firmly gripped by Mrs. Chipley’s other hand, bumped in a steady rhythm against her right leg. But Mrs. Chipley strode purposefully on, as if she had no time to notice small discomforts.

4 The two of them had come all the way across the city on the bus, and during the ride the sky had darkened and the street lights had bloomed all at once. High-piling storm clouds snuffed out the light of the round orange moon. As they stepped off the bus, the branches of the tall trees rattled like bones in the wind.

5 And now it was raining—a nasty, cold, stinging rain, mixed with wet leaves torn from the groaning trees. It splashed and flew about them as they hurried along the gloomy street, as if the faster they went the more they stirred up the fury of the night. Their coattails snapped behind them. Rain flew into Sally’s eyes and even into her mouth, and it dribbled unpleasantly beneath the collar of her coat. Raindrops hitting a large mailbox echoed like drum beats down the street. Sally’s long red hair, fluttering banner like behind her, gave their small procession a brave look. And yet Sally, at least, was not feeling brave at all. Quite the contrary.

6 “Troubles, troubles,” Mrs. Chipley went on, “but it’s a lucky thing your Aunt Sarah’s come back to town just now when we need her.”

7 “I don’t remember her at all,” panted Sally. “I was just a baby when she went away to California.”

8 “Going back again too, pretty soon, your ma tells me,” said Mrs. Chipley. “Only came back here to sell the house. But never you mind, honey,” she went on, without slackening her furious pace at all, “she’s your own kin, and the only one you have here in town. I’m sure I didn’t know what else to do but call her, what with your mom and dad away on that business trip, and we don’t want to spoil it for them, and it’s not as if you’d have to stay with your aunt forever. A few days, and I’ll have my daughter straightened around and come back. And it was your own ma who left her name in case of an emergency.”

9 “I wonder what she’s like,” Sally said. But Mrs. Chipley did not seem to hear her. Part A 1. Which statement best states a theme in the passage? RL1D A. Difficult journeys are best taken with a friend. B. Nature can be appreciated despite being unpredictable. C. People have the ability to adapt to unpleasant situations. D. Adults may struggle to understand the challenge of being young. Part B 2. Which detail from the passage best supports the answer to Part A? RL1D A. “‘As if we didn’t have enough troubles!’ groaned Mrs. Chipley. B. ‘There it goes and rains on us!’” “But Mrs. Chipley strode purposefully on, as if she had no time to notice small discomforts.” C. “The two of them had come all the way across the city on the bus, and during the ride the sky had darkened and the street lights had bloomed all at once.” D. “‘A few days, and I’ll have my daughter straightened around and come back.’”

Part A 3. Which option describes the main purpose of paragraph 8 in the passage? RL2A A. to give the reasons Mrs. Chipley and Sally are going to Aunt Sarah’s house B. to reveal that Sally’s Aunt Sarah will be in town only for a short time C. to show Sally’s confusion about how to handle the situation D. to explain that Mrs. Chipley has a daughter who needs help

Part B 4. Which detail from paragraph 8 best supports the answer to Part A? RL2A A. “‘Going back again too, pretty soon, your ma tells me,’ said Mrs. Chipley.” B. “‘Only came back here to sell the house.’” C. “‘But never you mind, honey,’ she went on, without slackening her furious pace at all . . . .” D. “‘I’m sure I didn’t know what else to do but call her, what with your mom and dad away.”

Part A 5. How does Sally’s attitude change during the passage? RL2D A. At first she is unhappy, but then she becomes satisfied. B. At first she is distrustful, but then she becomes confident. C. At first she is scared, but then she becomes a little curious. D. At first she is angry, but then she becomes slightly daring.

Part B 6. Which two sentences from the passage, when taken together, best support the answer to Part A? RL2D ❏ “Sally, clinging to Mrs. Chipley’s plump hand, was almost running to keep up with her.” ❏ “As they stepped off the bus, the branches of the tall trees rattled like bones in the wind.” ❏ “Rain flew into Sally’s eyes and even into her mouth, and it dribbled unpleasantly beneath the collar of her coat.” ❏ “And yet Sally, at least, was not feeling brave at all.” ❏ “‘And it was your own ma left her name in case of an emergency.’” ❏ “‘I wonder what she’s like,’ Sally said.” Part A 7. How does the storm in paragraph 5 contribute to the passage? RL2D A. It develops the weather as a villain character type. B. It introduces Sally’s concern about bad weather. C. It establishes a conflict between the characters. D. It represents Sally’s fear of her changing situation.

Part B 8. Which sentence from paragraph 5 best supports the answer to Part A? RL2D A. “It splashed and flew about them as they hurried along the gloomy street, as if the faster they went the more they stirred up the fury of the night.” B. “Their coattails snapped behind them.” C. “Raindrops hitting a large mailbox echoed like drum beats down the street.” D. “Sally’s long red hair, fluttering banner like behind her, gave their small procession a brave look.

WRITING 9. A student is writing a narrative for class about a boy helping his mother. Read the draft paragraphs from the narrative and complete the task that follows.

Andy stirred the large pot of soup, watching as orange carrots and white potatoes bubbled in the broth. He and his mom had spent the morning cutting and dicing onions, celery, and green beans. After they added the spices, a wonderful aroma filled the kitchen, but Andy had other things on his mind.

As he watched the steam escape from the pot, Andy imagined his friends playing in the park. Everyone’s having fun but me, he thought to himself. If I’m lucky, we can start another game of touch football after lunch.

“Andy,” his mother said, interrupting his thoughts, “thank you for helping out. I know this is not how you wanted to spend your Sunday morning. Everything has been so difficult since I broke my wrist, but you have made things much better.”

Which introductory sentence sets up the action to come? W3Aa A. What Andy did not know was not his friends were not playing football in the park. B. Andy and his mom had a loving relationship until she got hurt. C. Andy, who loves playing outside, was willing to sacrifice his wants for his mom’s needs. D. Andy’s mom had just come from the hospital.

10. A student is writing a letter for his teacher about using technology for class projects. The student wants to revise the draft to include a conclusion. Read the draft of the letter and complete the task that follows.

Dear Mr. Marek,

I feel strongly that projects assigned in science class should include technology. Requiring students to use technology will help us acquire the skills we need. For example. I know that our next topic is going to be “survival.” A possible project would be an Internet-based activity. We could begin our study with technology by researching the exploration of Antarctica. This continent features towering icebergs and huge humpback whales. We could read amazing stories from early scientists and explorers and even connect to real-world experts. We could also link to various websites to study weather and landforms. Using our technology tools, we could gather information to show life within a scientific research station in Antarctica.

Revise the student’s paragraph on using technology for class projects. Choose the sentence that would make the best conclusion for the paragraph. W3Aa A. For the most part, there is a place for technology in every classroom. B. Finally, there are many reasons to explore the use of technology in learning. C. After all, technology is in our communities, homes, and lives, so it should be in our classrooms as well. D. To summarize, using new technology in project learning will engage students and make learning meaningful and fun.

11. A student is revising an informational paragraph from a peer’s science notebook. Read the draft of the paragraph and complete the task that follows.

My partner and I wondered what would happen to the speed of a model car. I was curious about the speed of roller coasters too because I think they will go slower on wood tracks. We wondered if we put the car on different surfaces, what would happen to the speed of the car. I predicted that the speed of the car would be slower on carpet than on cardboard. We used the same weight on the car for each test and we measured how long it took the car to travel six feet using a stopwatch. We wrote the time for each test in a data table to keep track of our work, and we did the test five times on cardboard and five times on carpet. We figured out the average speed of all five trails. We did five tests and my prediction was right. The average speed on the carpet was 2.3 seconds slower than the test we did on the cardboard.

Choose the sentence that is distracting or does not maintain the focus of the paragraph. W3Aa A. I was curious about the speed of roller coasters too because I think they will go slower on wood tracks. B. I predicted that the speed of the car would be slower on carpet than on cardboard. C. We wondered if we put the car on different surfaces, what would happen to the speed of the car. D. We used the same weight on the car for each test and we measured how long it took the car to travel six feet using a stopwatch. 12. A student is writing an article for her student newspaper about a new club at her school. Read the draft of the article and complete the task that follows.

It’s Thursday afternoon, and Mrs. Martinez’s room is buzzing with excitement. The students who have formed the robotics club are meeting for the first time. “I’ve been hoping to be in a club like this for a long time,” Jose Torres says. “It feels good to be around people who have the same interests as me.” Many students not in agreement with Jose Torres; they all seem to feel the same way.

The meeting opens with Mrs. Martinez showing pictures of different robots. Students discuss the idea of each robot, the things it performs, and the mechanics involved in making it. The discussion is very interesting. After being a part of the meeting, this reporter wants to join the club!

Read the underlined sentence from the paragraph. Choose two words from the list that would be more precise to replace the words “idea” and “things” in the sentence. Write the word in the box underneath the word you want to replace it with. W3Ab “idea” “things”

WORD BANK Factors Features Thought Business Functions Name: ______Date: ______

Directions: Choose the best answer to each question.

1. One winter in Enrique’s home state, it 5. Multiply. snowed 39 inches in 6½ days. What is that 6.23 × 9.3 rate in inches of snow per day? a. 4 inches per day a. 57.939 b. 5 inches per day b. 74.76 c. 6 inches per day c. 579.39 d. 7 inches per day d. 747.6

2. Mrs. Johnson plans to cut a 6 foot (ft) board 6. Of the 12 people in line at an ice-cream shop, into pieces that are ¾ ft long, as shown in the 8 ordered cones with 2 scoops of ice cream. diagram below. How many pieces can she The rest ordered cones with 1 scoop of ice get from this board? cream. Which picture models this ratio?

a. 9 pieces b. 8 pieces c. 6 pieces d. 4 pieces

3. What is the value of the expression below? 2 4 + 2(1 + 3 ) - 1 7. A construction worker is using the coordinate a. 17 grid below to show the length of a wall inside b. 19 a house. c. 23 d. 35

4. Angle 1 has a measure of 60 degrees.

What is the measure of the angle that is the complement of angle 1? One end of the wall will be at (4, 5). The wall will be 4 units long. Which point could be the a. 120 ° location of the other end of the wall? b. 90 ° a. (0,5) b. (4,4) ° c. 40 c. (5,0) d. 30 ° d. (8,9)

Name: ______Date: ______

8. The start of a movie is represented by the 11. Altogether, Sonia and Negin have $27.00. number 0. Ellie arrived 5 minutes before the Sonia buys a shirt for $12.35 and Negin buys movie started. The time she arrived is a pair of sandals for $10.11. How much represented by the number –5. Brad arrived 5 money remains? minutes after the movie started. The number that represents the time Lauren arrived at the a. $4.46 movie is –8. At what point did Lauren arrive at b. $4.54 the movie? c. $5.36 d. $5.76 a. after Brad b. before Ellie c. after Ellie and before the movie started d. after the movie started and before 12. Buses from two different bus routes each Brad stop at the same corner at 9 A.M. Buses from one route stop at that corner every 9 minutes. Buses from the other route stop there every 12 minutes. What is the fewest number of minutes that will pass until the next time 9. What is the area of the parallelogram? buses from both routes are at that corner at the same time?

a. 21 minutes b. 36 minutes c. 54 minutes d. 108 minutes

a. 5 m2 b. 13 m2 c. 26 m2 d. 36 m2

10. Use estimation to answer the question. Which sum is greater than 1?

17 13 a. 24 + 21 19 10 b. 24 + 21 12 9 c. 24 + 21 11 8 d. 24 + 21